The City Colleges of Chicago (CCC) and Chicago Public Schools (CPS) launched the Chicago Roadmap - a shared, systemic strategy to generate economic mobility for Chicago’s young people by building stronger education-to-career pathways and removing barriers to student success. CCC and CPS work collaboratively to enhance supports and close equity gaps in five connected domains: 1) Academic Readiness & Success; 2) Access to High-Quality Programs; 3) Student Advising and Supports; 4) Career Awareness, Exploration, and Experience; and 5) Transparency, Alignment, and Collaboration.

PRIMARY OBJECTIVE

Reporting to the Director - Chicago Roadmap, the Manager-Accessibility Support is responsible for developing system-wide bridges and resources needed to improve college-going rates for students with disabilities. The Manager-Accessibility Support works closely with CPS’s Office of Diverse Learners and CCC’s Access Centers to ensure clear communication, streamlined support and ultimately an increase of CPS students with disabilities attending CCC and registering with our ACCESS Centers prior to start of academic year. Performs related duties as required.

ESSENTIAL DUTIES

• Works collaboratively with CPS’s Office of Diverse Learner Support and CCC’s Access Centers to implement cross institutional strategies to improve outreach and recruitment efforts and effectively promote CCC’ s programs and services to increase enrollment of students with disabilities.
• Leads cross-institutional CPS and CCC meetings monthly, including developing all agendas and presentation materials to identify, develop and implement supports needed to provide students with disabilities with an excellent experience during the enrollment process.
• Leads the implementation and management of House Bill 3950, giving students with intellectual disabilities opportunities for dual credit and non-credit access to CCC curricula.
• Works closely with Early College team to develop opportunities for course access or develops new, non-credit courses specifically for students with disabilities through Early College.
• Develops and implements retention strategies specifically for students with disabilities, including but not limited to scholarships and stipends. Makes policy recommendations based on findings.
• Develops processes needed to assist students in advocating for themselves effectively and engages students in workshops/seminars on relevant topics.
• Ensures students are provided with information to broaden their knowledge and awareness of their rights and protection under the American with Disabilities Act (ADA), and the services available through the Illinois Department of Human Services (IDHS) Division of Rehabilitation Services.
• Develops curriculum specific to state laws and best practices; facilitates extended orientations and other summer opportunities designed for students with disabilities.
• Performs related duties as required.

REPORTING RELATIONSHIPS

QUALIFICATIONS

• A Bachelor's degree from an accredited college or university in Special Education, Rehabilitation Counseling, Social Work, Psychology, or a related field
• Master’s degree preferred
• Three years of related experience working directly with students with disabilities in secondary or higher education setting
• A combination of education and experience may be taken into consideration based on the applicant’s credentials
• Considerable knowledge of the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, and other relevant laws and regulations
• Ability to interpret, analyze, remain current on, and apply legislation impacting student disability services in higher education
• Experience in developing and delivering curriculum/training as it relates to disability laws/supports/services, self-advocacy/determination, and other topics addressed during the extended orientation and summer workshops.
• Considerable knowledge of the referral process, supports, and services available through the IDHS Division of Rehabilitation Services (DRS)
• Considerable knowledge of types of reasonable accommodations, assistive technology, programs, and services which provide access to remove barriers.
• Considerable knowledge of applicable concepts, such as Universal Design for Learning, the social model of disability, and accessibility.
• Considerable knowledge of learning, psychological, health, neurological, physical, and sensory disabilities as well as barriers associated with those disabilities.
• Proficiency in independently organizing work to meet established deadlines while maintaining attention to detail and accuracy with the ability to respond to changing goals and priorities.
• Proficiency in developing and maintaining positive and professional relationships with internal and external individuals, including, but not limited to, prospective students, newly admitted students, current students, parents, and high school special education providers
• Excellent interpersonal, oral and written communication skills
• Excellent organizational, planning, and problem-solving skills
• Ability to work with and relate to a culturally diverse student body, faculty and staff
• Must be able to travel to CPS high schools and CCC campuses as needed
• Must be able to work some evenings and weekends as needed
• Proficiency in the use of Microsoft Office (Word, Excel, PowerPoint)