Please ensure Javascript is enabled for purposes of website accessibility IRIS | Page 8: Interagency Collaboration Resources
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Challenge
Initial Thoughts
Perspectives & Resources

What is secondary transition and why is it important for students with disabilities?

  • Page 1: What Is Secondary Transition?
  • Page 2: The Importance of Secondary Transition Planning

What can school personnel do to help students in the transition planning process?

  • Page 3: Components of Secondary Transition
  • Page 4: Program Structure
  • Page 5: Student-Focused Planning
  • Page 6: Student Development
  • Page 7: Family Engagement
  • Page 8: Interagency Collaboration Resources

Resources

  • Page 9: References & Additional Resources
  • Page 10: Credits
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What can school personnel do to help students in the transition planning process?

Page 8: Interagency Collaboration Resources

Program structure
Student-focused planning
Student development
Family engagement
Interagency collaboration

Interagency collaboration can be crucial to a student’s successful transition from high school to post-school environments or activities. This component involves the IEP team determining what community businesses, organizations, and agencies might be instrumental in supporting a student’s transition. These can include universities or colleges, employers, mental health agencies, disability related agencies (e.g., Easter Seals), vocational rehabilitation centers, transit-access agencies, independent living centers, and disability specific agencies (e.g., programs for the blind and visually impaired, United Cerebral Palsy). When the IEP team has identified potential community resources, select members of the team are made responsible for:

Did You Know?

Although a student’s educational records are confidential, school personnel involved with the student’s education should have access to his IEP and other relevant records. However, school personnel must obtain written consent from the student’s parent (or the student if they have reached the age of majority) to release any records. This includes the student’s disability related information, assessment or evaluation data, progress reports, personal or family information, and IEP records.

  • Identifying a contact person within each agency
  • Serving as a liaison between each identified agency and the school
  • Inviting appropriate agency personnel to a student’s future IEP meeting as needed
  • Referring the student to the appropriate agencies, which will then determine the student’s eligibility for services
  • Sharing student information through established methods of communication

Research Shows

Interagency collaboration promotes positive post-school outcomes for students with disabilities in the areas of education and employment.
(Test, 2012a)

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