Working with schools: What employment providers need to know for successful collaboration1

Abstract

Abstract. BACKGROUND:This APSE workshop shared one state approach to interagency collaboration for transition-age youth. The purpose of the workshop was to determine value-added by working collaboratively and share preliminary results of a school-to-work project. OBJECTIVE: Using a collaborative of employment providers embedded in schools to improve agency connections prior to leaving school and work experiences that lead to employment outcomes. METHOD: The goal of the Collaborative was to provide employment opportunities for transition-age youth by embedding employment resources into the school to focus on agency connections, employment outcomes and reduce or eliminate duplication of services. Specifically, a provider employment specialist or Career Coach is embedded in the school to serve as a single point of contact to represent a "coalition" of providers serving on the Collaborative. The Collaborative also included Vocational Rehabilitation, schools, families and other agencies. RESULTS: Schools with an embedded Career Coach had students connected to Vocational Rehabilitation Services and other community agencies than the comparison sites. Students had more opportunities for work experiences, internships and paid employment prior to leaving school with the employment providers continuing services after school. CONCLUSIONS: By working together, schools and employment providers offer each other value in serving students and enhancing agency connections and employment outcomes.

A Directed Content Analysis of Interagency Collaboration Literature Within the Framework of the Working Alliance

“…The first theme was identified based on 36 articles (e.g., Aspel et al, 1999; Fabian et al, 2016; Fish et al, 1997; Grossi & Thomas, 2017). These articles suggested that professionals from different agencies should ensure that transition plans were easy to understand, were jointly developed for youth, and that specific responsibilities were assigned to stakeholders based on their expertise and available resources.…”

Collaborations to Support Employment Outcomes of Youth With Disabilities

“…Furthermore, collaborations between employment providers and schools also suggested several benefits. For example, schools have information on age-appropriate transition assessments, which can be fundamental to the initiation of the Discovery process, development of work experiences, or facilitation of job development (Grossi & Thomas, 2017). Thus, career assessments are valuable towards the planning of transition services and supports for transition-age youth with disabilities, especially when strong collaborations exist among schools and employment providers.…”

“…Not only is the coordination of transition services mandated by legislation, such as IDEA of 2004, but research has also proven its relevance and positive impact on employment. Moreover, Grossi and Thomas (2017) discovered that collaborations between schools and employment providers resulted in students being more connected to VR services along with other community agencies; this resulted in transition-age youth with disabilities having more opportunities for work experiences, internships and paid employment. Thus, collaborations among school and employment providers lead to better provision of services for transition-age youth with disabilities, which can then positively impact the likelihood of them obtaining competitive employment.…”

“…In relation to the challenges facing teachers, several considerations should be made when thinking of collaborating with school districts, such as teacher shortages, understanding of school culture, and understanding the role and responsibilities of the transition coordinator (Grossi & Thomas, 2017). Furthermore, collaborations among schools and employment providers could help address some of the Collaborations to Support Employment Outcomes of Youth With Disabilities Rehabilitation Counselors and Educators Journal considerations mentioned.…”

“…By schools and employment providers collaborating, it can help identify more adequate accommodations and experiences for students and allow providers to enhance work-based learning experiences. This could include offering schools information on best practices in employment services and enhancing their knowledge and experience in local employers and labor markets (Grossi & Thomas, 2017). Additionally, administrators at schools should be more supportive of teachers, so they can be able to attend meetings outside of school with agencies .…”