There is ongoing community planning. There is staff and family access to a community service directory, or one is developed. There is active participation of agencies with students, families and schools. Participating agency contacts are made and referrals completed before student exits school. There is evidence of collaborative funding of services.
Service delivery is coordinated across school-agency systems, resulting in reduction of barriers.
New services are developed collaboratively between schools and community. At a general level, families contribute input to development of staff training. In student-specific planning, families take an active role in planning transition programs and services and are responsible for specific transition steps. Families are provided with a directory of available services. Families are encouraged to make informed choices, by being presented with options and implications.