E-mail this page
Download PDF
503k, 64 pages
Acrobat Reader required
NCSET logo

National Center on Secondary Education and Transition

ESSENTIAL TOOLS —
Interagency
Transition Team Development and Facilitation


Examples of Evidence-Based Models of Interagency Transition Teams

This section provides examples of some outstanding state interagency transition teams. These states were selected through a Web search for information, personal correspondence with individuals familiar with interagency state transition teams, and in some cases, correspondence with state representatives. While the authors tried to be consistent with information from one state to the next, the unique nature of each state and its interagency transition team sometimes did not lend itself to this objective. Further contact information is included if more indepth information is desired.

The authors express thanks to each of these states for sharing information or giving permission to use their data in this Essential Tool.


Arizona

http://www.ade.az.gov/ess/

Background

In Arizona, Transition Services is located within the Department of Education, Exceptional Student Services Division. Transition services – working with students, families, school personnel, and other state agencies – strives to:

  • Assist students to visualize life beyond high school and to develop a long-range plan for attaining that vision, including mapping out needed classes and experiences; and
  • Identify and connect students and families with the appropriate agencies, programs, and services prior to exiting school that the student will need to achieve his or her postschool vision.

What are the team purposes?

  • To make improvements in the system needed to support and effect improved success for students with disabilities as they prepare for work, independent living, and higher education;
  • To identify what is currently working within various individual agencies across Arizona and to identify issues that need to be addressed;
  • To articulate a shared vision and driving principles that help to identify the commonalities and ultimately drive decisions;
  • To increase the alignment through recognition of the interconnectedness of the various players and implementation of strategies for addressing unmet needs; and
  • To create a system for data collection and reporting that gives a more accurate picture of how well the system is doing.

How was the team formed?

Past efforts led to local community transition teams as well as an Interagency Transition Council, but most disbanded when the state systems change project, InterAct Arizona, was sunsetted. An opportunity to attend a national summit sponsored by the National Center on Secondary Education and Transition (NCSET) presented a chance to look at partners in a different way. Arizona identified two youth with disabilities, a parent of a child with a disability, the executive director of one of Arizona’s two parent training and information centers, and representatives from higher education, vocational rehabilitation, special education, workforce development, and Title I to form the “core team.” Together, the nine members attended the NCSET summit in Washington, DC in 2003 and developed a state plan to expand the team to form an Arizona Transition Leadership Team.

Who’s on the team?

Thirty-eight people, including five youth with disabilities; family representatives; two staff members from 4-year colleges and universities, two staff members from community colleges, an employer, a developmental pediatrician, and representatives from the following organizations:

  • Department of Education;
  • Vocational Rehabilitation;
  • Division of Developmental Disabilities;
  • Workforce Development;
  • The Department of Commerce;
  • Juvenile Corrections;
  • Adult Corrections;
  • Two Parent Training Information Centers: Raising Special Kids and Pilot Parents of Southern Arizona;
  • The Center for Disability Law;
  • The Department of Health Services, Board of Regents;
  • City Parks and Recreation;
  • Bureau of Indian Affairs;
  • Americans with Disabilities Act Office of Arizona;
  • The Commission for the Deaf and Hard of Hearing;
  • Arizona Schools for the Deaf and Blind; and
  • Social Security Administration.

What activities has the team undertaken?

The Arizona team is currently in its infancy. The Mountain Plains Regional Resource Center is providing technical assistance and facilitation of this group; they do not want this to be an “education” group, but a true partnership that forms a cohesive, collaborative interagency council. The group is just beginning to formalize its vision and goals.

When does the team meet?

The team is currently meeting quarterly. Meeting agendas are created from feedback from the full council.

How does the team evaluate its work?

The team is including evaluation in its planning for the future.

For more information, contact: 

Wendy Collison
602-364-4026
wcollis@ade.az.gov


Table of Contents

Cover Page

Introduction

Background on Interagency Transition Teams

Four Tools for Interagency Transition Teams
Overview/Introductory Tool: Using Teaming Principles to Guide Your Work
Tool 1: How to Build an Effective Interagency Transition Team
Tool 2: How to Determine Initial Roles, Responsibilities, and the Team Vision
Tool 3: How to Conduct Interagency Transition Team Meetings
Tool 4: Knowing if Your Interagency Transition Team is On-Track and Meeting its Goals

Examples of Evidence-Based Models of Interagency Transition Teams
Arizona
Colorado
Connecticut
Pennsylvania

References

Additional Resources



E-mail this page
Download PDF
503k, 64 pages
Acrobat Reader required

Citation: Stodden, R. A., Brown, S. E., Galloway, L. M., Mrazek, S., & Noy, L. (2004). Essential tools: Interagency transition team development and facilitation. Minneapolis, MN: University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition.

Permission is granted to duplicate this publication in its entirety or portions thereof. Upon request, this publication will be made available in alternative formats. For additional copies of this publication, or to request an alternate format, please contact: Institute on Community Integration Publications Office, 109 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455, (612) 624-4512, icipub@umn.edu.

This document was published by the National Center on Secondary Education and Transition (NCSET). NCSET is supported through a cooperative agreement #H326J000005 with the U.S. Department of Education, Office of Special Education Programs. Opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education Programs, and no official endorsement should be inferred. The University of Minnesota, the U.S. Department of Education, and the National Center on Secondary Education and Transition are equal opportunity employers and educators.