Interagency Collaboration Annotated Bibliography

(prepared for NSTTAC by Valerie Mazzotti)

As identified by Kohler’s Taxonomy for Transition Programming, interagency collaboration is a primary component of “best practices” in secondary transition to promote positive post-school outcomes for students with disabilities (Kohler, 1993; Kohler, 1996). Additionally, the Individuals with Disabilities Education Act of 2004 mandates the “development and implementation of transition programs, including coordination of services with agencies involved in supporting the transition of students with disabilities to postsecondary activities” (20 U.S.C. 1411[d] § 300.704). The concept of interagency collaboration is not new to the field of secondary transition and has been identified as a key component of the transition planning process since the 1980’s (e.g., Albright, Hasazi, Phelps, & Hull, 1981; Johnson, Bruininks, & Thurlow, 1987). Several studies concluded that interagency collaboration was positively correlated to post-school success in the areas of education, independent living, and employment (Bullis, Davis, Bull, & Johnson, 1995; Heal, Khoju, Rusch, & Harnisch, 1999; Repetto, Webb, Garvan, & Washington, 2002). Although interagency collaboration is viewed as a “best practice” and has been positively correlated with improved post-school outcomes for secondary students with disabilities, there is a lack of specific evidence-based practices for improving interagency collaboration between schools, communities, and adult service agencies, which ultimately poses a problem for students with disabilities as they transition from high school to adult life (Benz, Lindstrom, & Latta, 1999; Johnson et al.; Katsiyannis, Zhang, Woodruf, & Dixon, 2005; Test et al., 2009).

Given the importance of interagency collaboration in the transition planning process and lack of identified evidence-based practices in this area, the purpose of the following annotated bibliography is to provide educators and researchers with information about (a) interagency collaboration models and strategies, (b) roles and responsibilities of schools, communities, and agencies, (c) issues and barriers to effective collaboration, and (d) interagency collaboration in practice. Finally, it should be noted that none of the following models or programs have been identified as evidence-based.

References

Albright, L., Hasazi, S. E., Phelps, L. A., & Hull, M. E. (1981). Interagency collaboration in providing vocational education for handicapped individuals. Exceptional Children, 47, 584-589.

Benz, M. R., Lindstrom, L., & Latta, T. (1999). Improving collaboration between schools and vocational rehabilitation: The youth transition program model. Journal of Vocational Rehabilitation, 13, 55-63.

Bullis, M., Davis, C., Bull, B., & Johnson, B. (1995). Transition achievement among young adults with deafness: What variables relate to success? Rehabilitation Counseling Bulletin, 39, 103-150.

Heal, L. W., Khoju, M., Rusch, F. R., & Harnisch, D. L. (1999). Predicting quality of life of students who have left special education high school programs. American Association on Mental Retardation, 104, 305-319.

Individuals with Disabilities Education Improvement Act of 2004, P. L. No. 108-446, 20 U.S.C. 1411[d] § sec. 300.704.

Johnson, D. R., Bruininks, R. H., & Thurlow, M. L. (1987). Meeting the challenge of transition service planning through improved interagency cooperation. Exceptional Children, 53, 522-530.

Katsiyannis, A., Zhang, D., Woodruf, N., & Dixon, A. (2005). Transition supports to students with mental retardation: An examination of data from the National Longitudinal Transition Study 2. Education and Training in Developmental Disabilities, 40, 109-116.

Kohler, P. D. (1993). Best practices in transition: Substantiated or implied? Career Development for Exceptional Individuals, 16, 107-121.

Kohler, P. D. (1996). A taxonomy for transition programming: Linking research and practice. Champaign: Transition Research Institute, University of Illinois.

Repetto, J. B., Webb, K. W., Garvan, C. W., & Washington, T. (2002). Connecting student outcomes with transition practices in Florida. Career Development for Exceptional Individuals, 25, 123-139.

Test, D. W., Fowler, C. H., Richter, S. M., White, J., Mazzotti, V., Walker, A. R. Kortering, L. (2009). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32, 115-128.

Annotated Bibliography: Interagency Collaboration Models and Strategies

Various models and strategies have been identified for promoting interagency collaboration. The following articles describe models and strategies of interagency collaboration in secondary transition for secondary students with disabilities.

Albright, L., Hasazi, S. E., Phelps, L. A., & Hull, M. E. (1981). Interagency collaboration in providing vocational education for handicapped individuals. Exceptional Children, 47, 584-589.

• Discussed projects that have assisted states in developing interagency agreements, described agreement characteristics and provided information on the status of interagency agreements.
• Provided a list of 25 activities to establish an interagency agreement, including (a) appointment of agency representatives, (b) development of common terms and goals, (c) establishing funding, and (d) monitoring and reporting data.

Aspel, N., Bettis, G., Quinn, P., Test, D. W., Wood, W. M. (1999). A collaborative process for planning transition services for all students with disabilities. Career Development for Exceptional Individuals, 22, 21-42.

• Described a multi-level approach to interagency collaboration that focuses on “best practice” in transition planning guided by transition assessment, interagency collaboration, and providing services to meet the post-school goals of secondary students with disabilities.
• Described three levels of interagency collaboration which included a community-level team, school-level team, and individual-level team.

Benz, M. R., Lindstrom, L., & Latta, T. (1999). Improving collaboration between schools and vocational rehabilitation: The youth transition program model. Journal of Vocational Rehabilitation, 13, 55-63.

• Discussed the Youth Transition Program which was a school-to-work transition model involving a multi-level system to provide services and supports to secondary students with disabilities.
• Described services including (a) transition planning, (b) educational support and instruction, (c) services for employment, (d) one-on-one individualized support, and (e) placement in post-secondary competitive employment and/or enrollment in post-secondary education or training courses.

Blalock, G. (1996). Community transition teams as the foundation for transition services for youth with learning disabilities. Journal of Learning Disabilities, 29, 148-159.

• Described a five-level system of interagency collaboration to support youth with learning disabilities, including: (a) individualized transition planning committee, (b) school-based transition committee, (c) community transition team, (d) regional transition team, and (e) state-level transition.
• Placed emphasis on importance of the community transition team, including (a) challenges, (b) barriers, (c) rural and multicultural issues, and (d) major educational reform initiatives.
• Described outcomes from several interagency collaboration projects.

Certo, N. J., & Luecking, R. G. (2006). Service integration and school to work transition: Customized employment as an outcome for youth with significant disabilities. Journal of Applied Rehabilitation Counseling, 37 (4), 29-35.

• Described the Transition Service Integration Model to promote successful transitions from school to post-secondary employment for students with significant disabilities.
• Described specific details of the model, including (a) community-based activities, (b) supported employment opportunities, (c) shared funding responsibilities and resources, and (d) on-going job support and career advancement.

Elliot, N. E., Alberto, P. A., Arnold, S. E., Taber, T. A., & Bryar, M. R. (1996). The role of school district interagency transition committees within an overall collaborative structure. Journal of Applied Rehabilitation Counseling, 27 (2). 63-68.

• Described a three-tiered model for interagency collaboration, including (a) state level committee, (b) district level committee, and (c) individual level committee.
• Included a flow-chart of the model and detailed description of model components.

Hagner, D., Cheney, D., & Malloy, J. (1999). Career-related outcomes of a model transition demonstration for young adults with emotional disturbance. Rehabilitation Counseling Bulletin, 42, 228-242.

• Described Project RENEW (Rehabilitation, Empowerment, Natural Supports, Education, and Work), a secondary transition model demonstration project for young adults with mental illness and emotional disturbance.
• Described specific details of the model, including (a) person futures planning, (b) flexible education programming, (c) employment support, (d) interagency collaboration, (e) mentoring, (f) social skills training, and (g) funding to support the individualized needs of the students.

Hart, D., Zimbrich, K., & Ghiloni, C. (2001). Interagency partnerships and funding: Individual supports for youth with significant disabilities as they move into postsecondary education and employment options. Journal of Vocational Rehabilitation, 16, 145-154.

• Described the Community Based Employment Services (CBES) program, an interagency collaboration model for students with significant disabilities that provided access and funding for post-secondary employment and education.
• Described specific components of the project and provided information on how to develop an interagency collaboration program using a six-step process.

Izzo, M. V., & Lamb, P. (2003). Developing self-determination through career development activities: Implications for vocational rehabilitation counselors. Journal of Vocational Rehabilitation, 19, 71-78.

• Provided information about three transition models that integrate self-determination and career development into the collaboration process and actively involve vocational rehabilitation personnel.
• Described a descriptive study addressing the role of rehabilitation counselors in the collaboration process, including (a) connecting with special education teachers, (b) responsibilities, and (c) guidelines for counselors.

Jorgensen-Smith, T., & Lewis, S. (2004). Meeting the challenge: Innovation in one state rehabilitation system’s approach to transition. Journal of Visual Impairment & Blindness, 98, 212-227.

• Described the development of an interagency collaboration pilot program to provide coordinated transition services to students with visual impairments aged 14-21, including (a) student and agency selection, (b) goal development for students, (c) anticipated issues and logistics of the program, and (d) team members.
• Described how local community rehabilitation programs delivered services
• Provided recommendations for ensuring necessary components of the program were effectively implemented.

Malloy, J. M., Cheney, D., & Cormier, G. M. (1998). Interagency collaboration and the transition to adulthood for students with emotional or behavior disorders. Education and Treatment of Children, 21, 303-320.

• Provided outcomes of an interagency collaboration program called Project RENEW (Rehabilitation, Empowerment, Natural Supports, Education, and Work) that provided services to students with emotional or behavioral disorders.
• Provided detailed information about program setting and participants.
• Described the process used for implementing coordination of service, including (a) development of service and management teams, (b) specific persons involved (e.g., vocational rehabilitation, school district, mental health centers), and (c) collaboration with youth in the transition planning process.
• Provided information about how the agency facilitated programs, developed relationships, and provided resources (e.g., funding, family supports) to participants.

Muthumbi, J. W. (2008). Enhancing transition outcomes for youth with disabilities: The partnerships for youth initiative. Journal of Vocational Rehabilitation, 29, 93-103.

• Described the Partnerships for Youth initiative which was a school-to-work transition program to promote interagency collaboration and improve post-school employment outcomes for students with disabilities (ages 18-24).
• Described a cooperative partnership among Workforce Investment Boards, adult service agencies, independent living centers, schools, employers, and One-Stop centers that provided employment-related services to youth including (a) career exploration, (b) employment supports, (c) communication and job skills, (d) academic counseling, and (e) planning and advising for Social Security and Medicare/Medicaid benefits.
• Described project outcomes, barriers, and implications for future interagency collaboration efforts are discussed.

Noonan, P. M., Morningstar, M. E., & Erickson, A. G. (2008). Improving interagency collaboration: Effective strategies used by high-performing local districts and communities. Career Development for Exceptional Individuals, 31, 132-143.

• Provided results of a qualitative study designed to identify effective interagency practices and strategies.
• Identified 11 strategies as critical for effective interagency collaboration, including (a) flexible scheduling and staffing, (b) transition follow-up, (c) administrative support, (d) variety of funding sources, (e) technical assistance supported by state, (f) ability to build collaborative relationships, (g) agency meetings with families and students, (h) students and families training, (i) joint staff training, (j) meeting with agency staff and transition councils, and (k) dissemination of information.

Oertle, K. M., & Trach, J. S. (2007). Interagency collaboration: The importance of rehabilitation professionals’ involvement in transition. Journal of Rehabilitation, 73, 36-44.

• Reviewed 26 years of transition literature to identify the role interagency collaboration plays in the transition planning process.
• Discussed the importance of interagency collaboration, significance of the role agencies play, and barriers related to relationships between schools and outside agencies.
• Recommended strategies to promote effective interagency collaboration, including (a) incentives for schools and agencies to work together and (b) education for agencies about transition planning process.

Price, L., & Edgar, E. (1995). Developing support systems for youth with and without disabilities. The Journal of Vocational Special Needs Education, 18, 17-21.

• Discussed factors that interfere with school completion for students with and without disabilities.
• Provided examples of collaborative services that may to available to youth in communities to support youth at-risk for school failure, including (a) family wraparound services, (b) counseling and psychiatric services, (c) intensive in-patient treatment, (d) out-of-home residential placements, and (e) role of schools in providing services.
• Examples of two specific interagency collaboration programs (i.e., Training and Transition Program, Career Ladders Programs) are provided.

Rutkowski, S., Daston, M., VanKuiken, D., & Riehle, E. (2006). Project SEARCH: A demand-side model of high school transition. Journal of Vocational Rehabilitation, 25, 85-96.

• Described Project SEARCH High School Transition Program (PS-HST), an interagency collaborative approach that included the education system, employers, and vocational rehabilitation services in order to promote the school-to-work transition for students with significant disabilities located at community work sites
• Provided supports to individuals with disabilities 18 to 22 years of age with significant cognitive and/or physical disabilities across the areas of education, employment, and independent living.
• Included real-life work experience, training on employment and independent living skills, links with necessary agencies, and placement assistance.

Scarborough, J. L., & Gilbride, D. D. (2006). Developing relationships with rehabilitation counselors to meet the transition needs of students with disabilities. Professional School Counseling,10, 25-33.

• Described how schools and rehabilitation counselors can work collaboratively to meet the needs of transition age students with disabilities.
• Provided information about (a) rehabilitation counseling, (b) coordination of transition services including special educators, school counselors, and vocational rehabilitation counselors, (c) eligibility requirements for rehabilitation services, and (d) the role school counselors can play to facilitate collaboration throughout the transition planning process.

Unruh, D., & Bullis, M. (2005). Facility-to-community transition needs for adjudicated youth with disabilities. Career Development for Exceptional Individuals, 28, 67-79.

• Described Project SUPPORT (Service Utilization to Promote Positive Outcomes in Rehabilitation and Transition) as a statewide transition program, which provided incarcerated youth with disabilities or mental health disorders and youth on probation training prior to release and coordinated planning services to support transition into the community.
• Identified social supports and services involving peers, family, and community as necessary links for adjudicated youth to transition successfully to the community, as well as engage in further education or obtain employment.
• Discussed barriers and necessary supports for a successful transition from incarceration and/or probation into the community.

Roles and Responsibilities of Schools, Communities, and Agencies

Identification of roles and responsibilities of schools, communities, and adult service agencies in the secondary transition planning process is a necessary component to facilitating interagency collaboration. The following articles discuss the roles of schools, communities, and adult service agencies in facilitating interagency collaboration for secondary students with disabilities.

Dowdy, C. A. (1996). Vocational rehabilitation and special education: Partners in transition for individuals with learning disabilities. Journal of Learning Disabilities, 29, 136-147.

• Described vocational rehabilitation’s (VR) role and process for service delivery to youth with learning disabilities as they transition from secondary to post-secondary employment and education.
• Provided suggestions for preparing and educating students, families, special education teachers, and VR counselors to work together to improve outcomes for students with learning disabilities, including (a) self-advocacy/self-determination training for students, (b) training on transition process for VR counselors and special educators, and (c) providing supports and information to families about the transition process and VR’s role.

Luft, P. (1999). Assessment and collaboration: Key elements in comprehensive and cohesive transition planning. Work, 13, 31-41.

• Described responsibilities of schools and agencies in the transition planning process, including (a) formal and informal transition assessment and (b) interagency collaboration.
• Provided information about (a) federal requirements for coordinated services, (b) barriers to interagency collaboration, (c) involving families and students in the collaboration process, and (d) recommendations for developing collaborative skills.

Mellard, D. F., & Lancaster, P. E. (2003). Incorporation adult community services in students’ transition planning. Remedial and Special Education, 24, 359-368.

• Provided information about adult education opportunities including: (a) alternative placements, such as English as a Second Language courses and adult secondary education courses; (b) opportunities for GED courses; and (c) courses that address job preparation, retention, and job advancement.
• Discussed the role of Vocational Rehabilitation in the transition planning process, including (a) accessing services, (b) selection process, and (c) importance of collaboration with schools and families.
• Discussed the role of the Social Security Administration in the transition planning process, including (a) eligibility and application and (b) Ticket to Work.
• Provided information on Centers for Independent Living to address (a) self-advocacy, (b) self-determination, and (c) independent living skills for students with learning disabilities in order to address quality of life issues.
• Discussed community/technical college enrollment, including (a) cost of attendance, (b) strategies to help students transition into post-secondary education, and (b) options for disability support.

Stowitschek, J. J., Lovitt, T. C., & Rodriguez, J. A. (2001). Patterns of collaboration in secondary education for youth with special needs: Profiles of three high schools. Urban Education, 36, 93-128.

• Provided results of descriptive data based on surveys conducted at three high schools (2 urban; 1 rural) to identify level of collaboration among special educators, general educators, youth with disabilities, families, and community service providers.
• Recommendations to enhance collaboration throughout the transition planning process are provided.

Issues and Barriers to Effective Collaboration

There are numerous challenges that school, families, and adult service agencies face in providing effective interagency collaboration services to secondary students with disabilities. The following articles discuss issues and barriers to providing effective interagency collaboration in secondary transition.

Johnson, D. R., Bruininks, R. H., & Thurlow, M. L. (1987). Meeting the challenge of transition service planning through improved interagency cooperation. Exceptional Children, 53, 522-530.

• Discussed issues and barriers related to the lack of collaboration between schools, families, and adult service providers, including lack of family involvement, deficient interagency agreements, and inadequate information about adult service providers.
• Provided suggestions for overcoming barriers to promote effective interagency collaboration, including (a) consistent goals at all levels, (b) using effective models and strategies, and (c) using data to guide decision making.

Peterson, R. L., & Roessler, R. T. (1997). Improving collaborative school-agency transition planning: A statewide DBMS approach. Journal of Vocational Rehabilitation, 8, 259-267.

• Described the development and specific components of a data-based management system for facilitating interagency collaboration between schools and adult service providers, including (a) specific information about the referral process, (b) examples of referral forms, (c) features of the system, and (d) effectiveness of the system

Interagency Collaboration in Practice

Interagency collaboration has been identified in the literature as a “best practice” in secondary transition. The following articles suggested schools implement coordinated transition programs that include interagency collaboration, as well as other practices

Condon, E., & Callahan, M. (2008). Individualized career planning for students with significant support needs utilizing the discovery and vocational profile process, cross-agency collaborative funding and social security work incentives. Journal of Vocational Rehabilitation, 28, 85-96.

• Described the Individualized Career Planning Model to support youth with significant disabilities as they progress through the transition planning process.
• Described each component of the model in detail, which included transition assessment, developing a vocational profile, facilitating a customized employment meeting, and facilitating interagency collaboration.
• Included interagency collaboration as one component of the model.

Hasazi, S. B., & Clark, G. M. (1988). Vocational preparation for high school students labeled mentally retarded: Employment as a graduation goal. Mental Retardation, 26, 343-349.

• Described challenges that educators face when designing secondary transition programs for students with mental retardation.
• Discussed promising practices to facilitate employment for students with mental retardation.
• Included interagency collaboration as one necessary component in the planning process.

Hasazi, S. B., Furney, K. S., & Destefano, L. (1999). Implementing the IDEA transition mandates. Exceptional Children, 65, 555-566.

• Described a qualitative study which investigated transition programs and services being implemented across nine states.
• Findings revealed that the federal transition mandate had a positive impact on transition programs and services.
• Discussed several key factors which supported the adoption and continuation of successful transition programs and services, including system wide student and family centered strategies, (b) effective interagency collaboration, (c) facilitating professional development, (d) supportive leadership, (e) integrated reform efforts, and (f) connections among local and federal transition initiatives.
• Included interagency collaboration as one necessary component in the success of transition programs and services for students with disabilities.

Johnson, D. R., Stodden, R. S., Emanuel, E. J., Luecking, R., & Mack, M. (2002). Current challenges facing secondary education and transition services: What research tells us. Exceptional Children, 68, 519-531.

• Described policy influences on secondary transition for students with disabilities.
• Discussed challenges and strategies related to providing transition services to students with disabilities, including: (a) access to the general curriculum; (b) high school graduation decisions related to assessment and diploma options; (c) ensuring post-school success in the areas of employment, education, and independent living; (d) supporting students and facilitating family involvement; and (e) improving and promoting interagency collaboration.
• Included interagency collaboration as one necessary component in the planning process.

Kohler, P. D. (1993). Best practices in transition: Substantiated or implied? Career Development for Exceptional Individuals, 16, 107-121.

• Described a review of secondary transition literature related to best practices in secondary transition for students with disabilities.
• Included practices related to paid work experience, individualized transition planning, interagency collaboration, family involvement, social skills training, and vocational training.

Kohler, P. D. (1996). A taxonomy for transition programming: Linking research and practice. Champaign: Transition Research Institute, University of Illinois.

• Described Kohler’s Taxonomy for Transition Programming for planning, organizing, and evaluating secondary transition programs and services for students with disabilities.
• Five areas are discussed, including student-focused planning, student development, family involvement, program structure, and interagency collaboration.
• Identified interagency collaboration as one key component in the process.

Kohler, P. D., & Field, S. (2003). Transition-focused education: Foundation for the future. The Journal of Special Education, 37, 174-183.

• Discussed historical initiatives pertaining to secondary transition.
• Described a framework for effective practices in secondary transition based on the five areas of Kohler’s Taxonomy for Transition Programming, including student-focused planning, student development, family involvement, program structure, and interagency collaboration.
• Identified interagency collaboration as one key component in the process.

Michaels, C. A., & Ferrara, D. L. (2005). Promoting post-school success for all: The role of collaboration in person-centered transition planning. Journal of Educational and Psychological Consultation, 16, 287-313.

• Described the person-centered planning process, including models of person-centered planning and components involved in person-centered planning meetings.
• Described the importance of interagency collaboration in the person-centered planning process.
• Identified interagency collaboration as one key component in the process.

This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326J050004. Marlene Simon-Burroughs served as the project officer. The views expressed herein do not necessarily represent the positions or polices of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: National Secondary Transition Technical Assistance Center (October, 2009) Interagency Collaboration Annotated Bibliography.Charlotte, NC, NSTTAC.