Secondary Transition: Interagency Collaboration
Wrap Up
Secondary transition—the process of moving from high school to postsecondary environments—can be more complex for students with disabilities, requiring years of intentional and collaborative planning. By the time a student reaches transition age (i.e., 16 years old or earlier if required by their state), the IEP team begins transition planning by identifying postsecondary goals in three key areas: education and training; employment; and community engagement and independent living, if needed. These goals are documented in an additional component of the IEP known as an Individualized Transition Plan (ITP).
After high school, the nature of available supports and services for adults with disabilities changes significantly. To maintain consistent support, the student’s IEP team, led by a transition coordinator, must work together to create a seamless transition into the post-school environment without interruption in services. This requires strong interagency collaboration—the process of developing and engaging a network of support that includes the student and their family, school personnel, and representatives from external agencies. Together, this network:
- Coordinates services and supports
- Shares and leverages ideas, resources, and talents
- Promotes efficient service delivery
- Identifies and addresses gaps in services within the community
A primary partner in this network is Vocational Rehabilitation (VR), an agency that assists people with disabilities in obtaining and sustaining competitive employment. While students are still in high school, VR provides Pre-Employment Transition Services (Pre-ETS) to help them explore career pathways, develop work readiness skills, and plan for their futures. Additional agencies and organizations can also support transition-aged students with disabilities. These include Centers for Independent Living, college or university disability services offices, assistive technology centers, the Social Security Administration, and mobility management organizations.
Although the transition coordinator typically takes the lead when establishing these partnerships, effective interagency collaboration involves all members of the IEP team. This process occurs at multiple levels to facilitate support of individual students, broader communities, and even entire states. Interagency collaboration develops across the following stages.
| Stage | Description |
| Networking | The transition coordinator locates and connects with agency personnel and facilitates the exchange of information between the agency and the student and family. |
| Coordination | The transition coordinator helps the student and family access community resources and ensures that the student receives the intended services. |
| Cooperation | School and agency personnel determine how their roles align and support one another, interact regularly, share information and expertise, and identify and work toward shared goals. |
| Collaboration | School and agency personnel work together to identify community needs and develop programs that improve outcomes for students with disabilities. |
For students with disabilities, interagency collaboration plays a critical role in building a bridge from school to post-school life. Teams can support this transition by developing community resource maps, connecting agency personnel with students and families, and helping students create transition portfolios. By intentionally providing services and supports during high school and building a network of support beyond the school, transition coordinators and teams can prepare students to achieve their postsecondary goals.
Revisiting Initial Thoughts
Think back to your initial responses to the following questions. After working through the resources in this module, do you agree with your Initial Thoughts? If not, what aspects of your answers would you change?
How can school personnel help bridge the gap between high school and adulthood for students with disabilities?
Who are the essential partners in this process?
How can school and agency personnel work together to support smooth transitions for these students?
When you are ready, proceed to the Assessment section.
