Colaboración Interinstitucional - PA Secondary Transition

¿Qué es la Colaboración Interinstitucional?

La colaboración interinstitucional es la coordinación sistemática entre escuelas, agencias comunitarias, servicios de rehabilitación vocacional, instituciones postsecundarias y familias, que apoyan a los estudiantes con discapacidades para lograr resultados exitosos después de la escuela en empleo, educación y vida independiente.

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La colaboración interinstitucional garantiza que múltiples agencias trabajen juntas para proporcionar objetivos alineados, recursos compartidos y servicios consistentes a los estudiantes mientras aún están en la escuela secundaria, abordando posibles brechas de servicio durante la transición a la adultez (Rowe et al., 2014).

Al aprovechar la experiencia y los recursos de las distintas partes interesadas, la colaboración interinstitucional permite desarrollar planes de transición individuales y completos que aumentan la probabilidad de que los estudiantes con discapacidades logren resultados positivos en la adultez.

What are are the Core Components of Interagency Collaboration?

The implementation of formal and informal plans and policies for sharing information, resources, and responsibilities related to the design and delivery of transition activities and services among school, agency, and community partners.

¿Cómo impacta la colaboración interinstitucional en los resultados relacionados con los objetivos de transición del IEP?

La colaboración interinstitucional permite que las escuelas se asocien con agencias de rehabilitación vocacional y comunitarias para brindar a los estudiantes con discapacidades acceso a oportunidades de empleo remunerado, pasantías y entrenamiento laboral mientras aún están en la escuela, lo cual está fuertemente vinculado a mejores resultados laborales después de la escuela (Mazzotti et al., 2020).
Al alinear los objetivos de transición del IEP con los servicios de las agencias, la colaboración interinstitucional asegura un apoyo consistente (por ejemplo, colocación laboral, capacitación en habilidades, asistencia con transporte) a medida que los estudiantes egresan de la escuela secundaria, reduciendo las brechas de servicio e incrementando la probabilidad de alcanzar los objetivos de empleo establecidos en sus planes de transición (Rowe et al., 2014).

Citation

Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021).
Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793

Citation

Rowe, D. A., Alverson, C. Y., Unruh, D. K., Fowler, C. H., Kellems, R., & Test, D. W. (2015).
A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38(2), 113–126. https://doi.org/10.1177/2165143414526429

Interagency collaboration helps schools work with postsecondary institutions and agencies to align IEP transition goals with college entrance requirements, disability services, and preparatory coursework, increasing the likelihood that students with disabilities successfully enroll and persist in postsecondary education (Rowe et al., 2014).
Collaboration among schools, vocational rehabilitation, and community agencies allows for shared planning and resource provision (e.g., application support, financial aid guidance, self-advocacy training) during high school, which is associated with higher rates of postsecondary education enrollment for students with disabilities (Mazzotti et al., 2020).

Citation

Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021).
Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793

Citation

Rowe, D. A., Alverson, C. Y., Unruh, D. K., Fowler, C. H., Kellems, R., & Test, D. W. (2015).
A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38(2), 113–126. https://doi.org/10.1177/2165143414526429

Interagency collaboration allows schools to partner with community agencies to deliver and reinforce life skills instruction (e.g., managing finances, using public transportation, self-care) aligned with IEP transition goals, which increases students’ readiness to live independently after high school (Mazzotti et al., 2020).
Through joint planning and shared responsibility, agencies (e.g., vocational rehabilitation, mental health services, housing supports) can continue providing services as students exit high school, reducing gaps in supports needed to achieve independent living goals outlined in the IEP (Rowe et al., 2014).

Citation

Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021).
Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793

Citation

Rowe, D. A., Alverson, C. Y., Unruh, D. K., Fowler, C. H., Kellems, R., & Test, D. W. (2015).
A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38(2), 113–126. https://doi.org/10.1177/2165143414526429

Más fuertes juntos: El poder de la colaboración interinstitucional

Cuando las escuelas, las familias y las agencias comunitarias se unen con un propósito común, suceden cosas increíbles. La colaboración interinstitucional crea una red de apoyo que garantiza que los estudiantes con discapacidades no enfrenten su futuro solos. Al combinar recursos, experiencia y dedicación, estas asociaciones abren puertas a oportunidades significativas de empleo, educación y vida independiente.

Who are the Key Partners in Interagency Collaboration?

Responsible for aligning IEP transition goals with postschool outcomes and coordinating in-school supports.

Provide career counseling, job placement, and funding for employment supports aligned with transition goals.

Collaborate to align high school preparation with college readiness and disability services.

Offer services such as independent living skills training, mental health supports, and community access resources.

Provide insights into student strengths, needs, interests, and preferences while supporting implementation of transition plans at home and in the community.

Partner to provide work-based learning opportunities and paid employment experiences during high school.

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