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Interagency Collaboration

Interagency Collaboration
Student-Focused Planning
Interagency Collaboration
Program Structure
Effective Practices in Transition
Family Involvement
Student Development
Self-Advocacy and Self-Determination

Interagency collaboration practices facilitate involvement of community businesses, organizations, and agencies in transition education including interagency agreements that articulate roles, responsibilities, communications, and other strategies to foster collaboration and enhance curriculum and program development.

The National Secondary Transition Technical Assistance Center has not yet identified evidence-based practices in interagency collaboration (Test, Fowler, Kohler, & Kortering, 2010; Test, Fowler, Richter, White, Mazzotti, Walker, Kohler, & Kortering, 2009). However, other researchers have found evidence that interagency collaboration is a factor related to post-school success and successful adult outcomes for youth (Finn & Kohler, 2009; Noonan, Morningstar & Erickson, 2008).

GAO Report 12-594, Students with Disabilities: Better Federal Coordination Could Lessen Challenges in the Transition From High School (July 2012), discusses challenges accessing federally funded transition servicesaand the extent to which federal agencies coordinate services. Project 10 is mentioned as a Florida initiative that focuses on interagency coordination as a strategy for improving student post-school outcomes (p. 11).

Florida’s Project 10 CONNECT and Pennsylvania’s Communities of Practice are two additional examples of initiatives that have been successful in coordinating services for transitioning youth.

For more information and resources on interagency collaboration, Project 10 CONNECT, and Communities of Practice, see the Transition Wheel spoke on Interagency Collaboration here. 

Transition Wheel - Interagency Collaboration
The "Transition Wheel" is designed to provide informational briefs (spokes) on secondary transition issues.


Finn, J. E., & Kohler, P. D. (2009, May). A compliance evaluation of the Transition Outcomes Project. Career Development for Exceptional Individuals, 32, 1, 17–29.

General Accountablility Office. (2012, July). GAO Report 12-594: Students with disabilities: Better federal coordination could lessen challenges in the transition from high school. Washington, DC: Author. Available at 

Noonan, P. M., Morningstar, M. E., & Erickson, A. G. (2008, December). Improving interagency collaboration: Effective strategies used by high-performing local districts and communities. Career Development for Exceptional Individuals, 31, 3, 132–143. Available at

Test, D.W., Fowler, C.H., Richter, S.M., White, J., Mazzotti, V., Walker, A.R., Kohler, P., & Kortering, L. (2009, August). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32, 115-128. Available at

Test, D.W., Fowler, C., Kohler, P., & Kortering, L. (2010, August). Evidence-based practices and predictors in secondary transition: What we know and what we need to know, Executive Summary.(Revised). Charlotte, NC: National Secondary Transition Technical Assistance Center. Available at



The development of this website was funded by the University of South Florida St. Petersburg
through a grant by the Bureau of Exceptional Education and Student Services,
Florida Department of Education (2010 - 2011, 291-2621A-1C008).

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