%0 Journal Article
%T A Demonstration Model of Interagency Collaboration for Students With Disabilities: A Multilevel Approach
%A Amy Kemp-Inman
%A Claudia Flowers
%A Crystalyn I. Goodnight
%A David W. Test
%A Karen M. Diegelmann
%A Kimberly R. Bunch-Crump
%A Tiana C. Povenmire-Kirk
%J The Journal of Special Education
%@ 1538-4764
%D 2018
%R 10.1177/0022466917720764
%X Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students (CIRCLES) is a transition-planning service delivery model designed to guide schools in implementing interagency collaboration. This study examined the impact of CIRCLES on students¡¯ self-determination and participation in individualized education program (IEP) meetings. Forty-four schools located in the Southeast United States were assigned randomly into either the CIRCLES or business-as-usual (BAU) conditions, and 877 high school students with disabilities were included in the analyses. Two-level hierarchical linear models, with students at Level 1 and schools at Level 2, examined the effectiveness of CIRCLES. Results indicated students in the CIRCLES condition had higher levels of self-determination (Hedges¡¯s g = .06¨C.38) and greater IEP participation (Hedges¡¯s g = .77). Implications for practice and suggestions for future research are provided
%K transition
%K interagency collaboration
%K self-determination
%U https://journals.sagepub.com/doi/full/10.1177/0022466917720764