Domain 7
Interagency Collaboration
7.1 Serve as a liaison between families and community agencies
7.2 Learn about the range of community services and supports
7.3 Identify the roles, capacities, and constraints of community agencies
7.4 Develop strategies to collect, share, and use relevant data to identify community needs
7.5 Develop and provide transition-related resources and materials to others (e.g., students, parents, educators, service providers, employers)
7.6 Facilitate student/family referral to community services
7.7 Coordinate interagency agreements between schools and outside agencies
7.8 Work with professionals from other disciplines, schools, and agencies
7.9 Problem-solve with agencies to address transition barriers
7.10 Participate in community-level transition teams (transition councils)
7.11 Collaborate with agencies to share funding and staffing for transition services
7.12 Help students develop natural support networks in the community
When working with an IEP team, using a collaborative approach should not be overlooked. Collaboration unites different skillsets across classrooms to find the best solution for each student. Planning with collaboration can be done in many areas of the IEP, communication support, behavior interventions, and job placement often means using multiple resources and connecting with multiple agencies. “The AAC assessment processes require well-trained SLPs and special educators who are able to integrate different components of the assessment to guide device selection (Alant, 2012).” Through experience, personal resources, and connections, collaboration can help students increase their success in postsecondary outcomes. As the transition process progresses each student needs specific services. In my current position, I am able to contact and collaborate with service providers in my district and larger county area to provide organize and help implement these individualized services for each student using collaboration techniques. (7.1,7.2)
When utilizing interagency collaboration, teams can connect resources for students in aiding transition into one plan. Using best practices s and data-driven research IEP teams can unite to find the best option for individuals to transition between programs. “Demonstrating school practices that positively impact areas of employment and postsecondary education would provide valuable information for planning programs for students with disabilities (Flowers, 2018).” Practices such as self-determination and student-led IEP meeting can help students have better postsecondary outcomes. Collaboration between agencies, educators, and service providers provides better results for students. I use district and local county agency resources to help families link these services across different agencies in my classroom.(7.3,7.4)
Job and
Career Fair
SELPA CAC Newsletter
Agency Matrix
Collaborative Transition Services
Creating a seamless transition between high school and post-secondary opportunities is vital for the student to succeed in adulthood. Plotner states (2020), “Therefore, it is imperative that schools and districts investigate and implement effective models of interagency collaboration to ensure youth with disabilities are linked up with the appropriate services and supports prior to exiting high school (p.37)” collaboration between the district and local businesses can streamline this process reducing overlap and missed vocational opportunities for students. My students and families are able to seek information from their student’s team to help understand next-step opportunities and connections for needed support. “The ultimate goal of collaboration is to produce a seamless transition for students from one agency to the next, thereby, providing needed supports with minimum disruption of services(Halpern,1994)(Noonan,2012).” (7.5,7.8,7.9,7.10)
References:
Alant, Champion, A., & Peabody, E. C. (2013). Exploring Interagency Collaboration in AAC Intervention. Communication Disorders Quarterly, 34(3), 172–183. https://doi.org/10.1177/1525740112455432
Benitez, D.T. & Morningstar, M.E. (2005). Secondary Teachers Transition Survey. University of Kansas, Lawrence, KS.
City of Simi Valley, Job and Career Fair 2022, [Brochure] https://www.simivalley.org/departments/city-manager-s-office/community-programs-and-facilities/youth-employment-service-yes
Doepking, E. (2020, November.) Collaborative Transition Services. Interagency Services for Transition to Adulthood 859. University of Kansas, Lawrence, KS
Doepking, E. (2020, December.) Collaborative Transition Services. Interagency Services for Transition to Adulthood 859. University of Kansas, Lawrence, KS
Flowers, Test, D. W., Povenmire-Kirk, T. C., Diegelmann, K. M., Bunch-Crump, K. R., Kemp-Inman, A., & Goodnight, C. I. (2018). A Demonstration Model of Interagency Collaboration for Students With Disabilities: A Multilevel Approach. The Journal of Special Education, 51(4), 211–221. https://doi.org/10.1177/0022466917720764
Noonan, McCall, Z. A., Zheng, C., & Gaumer Erickson, A. S. (2012). An Analysis of Collaboration in a State-Level Interagency Transition Team. Career Development and Transition for Exceptional Individuals, 35(3), 143–154. https://doi.org/10.1177/2165143412443083
Plotner, Mazzotti, V. L., Rose, C. A., & Teasley, K. (2020). Perceptions of Interagency Collaboration: Relationships Between Secondary Transition Roles, Communication, and Collaboration. Remedial and Special Education, 41(1), 28–39. https://doi.org/10.1177/0741932518778029
Ventura County Office of Education 2021, CAC News [Brochure] SELPA > Home (vcselpa.org)