1. Cheryl H. Grenwelge, Ph.D. Center on Disability and Development
Evidence Based Practices on Interagency Collaboration for Transition Planning
Cheryl H. Grenwelge, Ph.D.
Center on Disability and Development

2. What Does the Research Tell Us About Collaboration
Predictors of Post-School Success
Collaboration
Student Support
Parent Involvement
Parent Expectations
Self-Advocacy/ Self-Determination, Goal Setting, Autonomy

3. Definition of Interagency Collaboration
Interagency Collaboration is a clear, purposeful, and carefully designed process that promotes cross agency, cross program, and cross disciplinary collaborative efforts leading to tangible transition outcomes for youth. It is a process in which two or more agencies integrate their resources to provide services to meet the needs of students and adults with disabilities. It involves:
Problem-solving
Problem Identification
Plan development and plan implementation
(Mazzotti et al., 2016; Rowe et al., 2015; Test, Mazzotti, et al., 2009)

4. Interagency Collaboration in the Literature
Key component and “best practice” in secondary transition programming (Landmark, Ju, & Zhang, 2010)
Predictor of positive post-school outcomes for students with disabilities (Test et al., 2009)
A clear, purposeful, and carefully designed process (Rowe et al., 2014)
Requires communication across agencies and programs (Mazzotti & Rowe, 2015)

5. Barriers to Collaboration
Lack of vision
Lack of collaborative processes
Resistance to change
Poor information exchange, responsibility transfer, collaborative exchange
Lack of accessible training and support materials on how to collaborate effectively
Bureaucracy

6. Characteristics of a Successful Team
Collective vision
Empowerment of all members
Shared decision- making
Demonstrates synergy
Respects diversity
Full inclusion and
participation by all
Facilitates self-
determination and
personal growth
Responsive to its
authentic (ecological)
context
Dynamic and fluid

7. Collaborative Team Behaviors
Initiating Behaviors
Proposing new ideas and expanding ideas
Encouraging
Active Listening: informing, inquiring, reflecting, checking understanding, and summarizing
Responding
Agreeing and disagreeing

8. Importance of Collaboration
Many people and agencies involved in process
Need to reduce duplication
Need for joint planning
Need to overcome gaps in services
Eligibility requirements vary

9. The Importance of Collaboration Across the Continuum
Working together, as equal partners, can create a seamless transition for individual students from school to adult living
Identifying the roles of the partners and the process allows us to be knowledgeable of expectations and what to ask for
Possibilities and Options can be discussed
Sharing information allows all partners to understand roles, responsibilities, and resources to help in transitioning

10. Identified Best Practices in Transition
Person-centered/student focused planning
Parent/family involvement in transition planning
Student self-determination and advocacy
Interagency/interdisciplinary collaboration and service coordination
Integrated schools, classrooms, education participation, and employment
Career and Vocational Assessment/ Education
Business and industry linkages with schools
Community-based educational experiences
Postsecondary education participation and supports
Competitive paid work experience in high school and beyond
Functional life-skills education
Social skills training and competency

11. Transition Services Planning for LEAS

12. PreETS-transition services (Vocational Rehabilitation)
Five Core Areas
Job Exploration (Career) Counseling
Work-based Learning Experiences
Counseling Opportunities for enrollment in Comprehensive Transition or Postsecondary Education Program
Workplace Readiness Training
Self-Advocacy

13. Job Exploration (Career) Counseling-Exploration
Job Exploration Counseling may include discussion or information on:
The student’s vocational interest inventory results
The labor market
In-demand industries and occupation
Non-traditional employment options
Administration of vocational interest inventories
Identification of career pathways of interest to the student
Career Awareness
Career Speakers
Career Student Organization

14. Work-based Learning Experiences
Apprenticeships
Job Shadowing
Career Mentorship
Career Related Competitions
Informational Interviews
Paid Internships
Practicum
Service Learning
Student-Led Enterprises
Simulated Workplace Experiences
Paid Work Experiences
Non-Paid Work Experience
Volunteering
Workplace Tours/Field trips

15. Counseling Opportunities for Enrollment in Comprehensive Transition or Postsecondary Education Program
Choosing a career requires student exploration and planning. It is important that students connect the present to the future. It is essential for them to see how skill development and knowledge relate to future opportunities in postsecondary education settings and employment

16. Workplace Readiness Communication Positive Attitude Teamwork
Specific social/interpersonal skills
Communication
Positive Attitude
Teamwork
Problem Solving
Talking/Writing
Cooperation
Active Listening
Decision Making
Conflict Resolution
Body Language
Empathy
Professionalism
Good manners
Supporting others
Respectful

17. Workplace Readiness (Continued)
Independent Living Skills
Good Hygiene
Time management
Healthy Lifestyle
Using a cell phone
Using transportation
Money Management
Nutrition/meal preparation
Accessing Community
Services & Supports
Community Participation
Civic Responsibility
Community Safety
Developing Friendships

18. Self-Advocacy (WINTAC)
Self-Awareness
Disability Understanding
Disability Disclosure
Decision Making
Setting Goals
Evaluate Options
Identify Independence
Accommodations
Request and Utilize Accommodations
Know Rights and Responsibilities
Self-Determination
Know How to Request and Accept help
Intrinsic Motivation
Taking a Leadership Role
In Support Plans
Assertiveness
Listen to other Opinions
Problem Solving
Self monitor Progress
Positive Self-Talk

19. The Benefits of Interagency Collaboration
Meet each of our mission for supporting youth to be successful, working adults.
We (LEA and TWC) do not have to do transition planning and provide services alone. It takes a village.
Together, along with other (CILs) transition service providers, we can develop and implement robust transition plans for each of the individuals we work with.

20. Group Activity
Identify an individual or individual profile of a student that you as a group will support through the provision of transition services
Considering LEA Transition Responsibilities under IDEA and TWC VR transition services responsibilities under WIOA, share with group members what your agency (LEA & TWC) can provide to support transition planning and provision of services for this individual.
Begin to identify roles and responsibilities of each agency partner

21. Identified Barrier
Identified barrier of Transportation as an issue for this area.
What Ideas do you have to address the transportation problem?
How can your agency support efforts towards resolving the issue?

22. Group Activity Transportation and Transition Planning
How does transportation fit into transition planning for?
What activities do you recommend occur for ? in high school concerning transportation connected to postsecondary education, employment, and independent living goals?
What activities can occur to support the development of ??? self-advocacy and self-determination skills while riding district transportation or other modes of transportation

23. Questions
Contact Information: Cheryl Grenwelge Phone: (979)