Phillips, B.N.; Fleming, A.R.; Kwiatek, S.M.; Riesen, T.; Emery, C.K.; Langone, A.; Gripentrog, L.; Garside, M.; Cardis, J.; Snyder, A.; Taylor, D.L.; Allen, M.; & Harward, E. (2025). Data-Informed Collaboration in Transition Services: A Model for Improving Outcomes. Journal of Vocational Rehabilitation, 63 (2), 160-170.

Data-Informed Collaboration in Transition Services: A Model for Improving Outcomes

Phillips, B.N.; Fleming, A.R.; Kwiatek, S.M.; Riesen, T.; Emery, C.K.; Langone, A.; Gripentrog, L.; Garside, M.; Cardis, J.; Snyder, A.; Taylor, D.L.; Allen, M.; & Harward, E.

2025

Journal of Vocational Rehabilitation

Sage Journals

https://doi.org/10.1177/10522263251356271

https://journals.sagepub.com/doi/full/10.1177/10522263251356271   

Yes

Yes

The importance and necessity of effective collaboration in transition services is undisputed. However, systemic barriers to effective collaboration persist among intended partners in school-to-work transition, to the detriment of student outcomes. Within the context of continual strains on Local Educational Agencies, State Vocational Rehabilitation Agencies, Community Rehabilitation Providers, and Centers for Independent Living, a novel approach to meaningful collaboration is necessary.

In this paper, we introduce a model of data-informed collaboration for transition planning and services.

This model is centered on a set of transition assessments (i.e., tools for measuring change over time) that were created to support transition planning and to evaluate and increase the effectiveness of transition services. These measures serve as a shared benchmark of knowledge and skills associated with essential transition services that support shared planning and service delivery.

We outline the model and discuss implications for current practice in transition service delivery.

Data-informed collaboration provides a new and hopeful solution to persistent challenges to transition collaboration.