Such plans typically list the abilities, skills, interests, aptitudes, achievements, and knowledge of the student as they relate to various occupational goals. Each plan is developed by a team that includes parents. The team is headed by a case manager if the youth is a disabled secondary student. However, there are no formalized case managers identified for secondary students with disadvantages or limited English proficiency. Some states have published transition planning guides that describe in detail the transition services that are available and the process through which they can be obtained.
Some guides provide space in which individuals can document the process as it occurs.
Successful articulation depends on linkages between the people who provide services at the various agencies. The linkages can be both within single agencies or institutions and between multiple agencies or institutions. State-level interagency agreements are one mechanism that Feichtner cites as useful in facilitating collaboration between agencies. The Boston Compact, in which the city school department, the business community, higher education institutions, and the JTPA private industry council work to improve the educational performance and opportunities of disadvantaged students. Among the goals are increasing school attendance by 5 percent, expanding an existing work-study program from 3 to 6 of the city's 17 high schools, increasing postsecondary enrollment by 25 percent, and providing career counseling, screening, and employment referral.