Transition Coordinator

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SUBSIDIARY: Fairwold Academy

Job Overview:

This position is responsible for the planning, coordination, delivery, and evaluation of transition education and services in conjunction with educators, families, students, and representatives of community organizations. The TC assists students with disabilities and their families in obtaining services necessary to transition from high school to a post-secondary setting for education, employment, independent living, or long-term support. The Transition Coordinator functions under the direct supervision of the Director of Curriculum and Instruction and may report to the Assistant Principal or assigned administrator.

RESPONSIBILITIES:

• Use a variety of formal and informal transition assessments and procedures to identify student strengths, preferences, and interests as they relate to post-school settings (postsecondary education, employment, independent living).
• Conduct individualized transition planning meetings with parents and/or students.
• Educate parents by distributing information on transition issues, hosting parent information meetings, and scheduling tours of postsecondary education facilities.
• Elicit parent input and participation in program development, implementation, and evaluation.
• Provide direct instruction to students with disabilities that is designed to meet their individual transition needs in the areas of job preparation training, counseling, and career exploration activities.
• Confirm collection of career artifacts with all relevant staff (Counselors, Coordinators, etc.) to ensure keeping pace with PA Future Ready standards.
• Secure in-school and community job placements for students ages 14-21.
• Collaborate with on-campus vocational program staff to establish clear and concise program descriptions.
• Coordinate supervision and evaluation of students in vocational training sites.
• Develop transition curriculum, design and implement lesson plans, and assess student progress.
• Develop and monitor progress towards appropriate, measurable transition goals and objectives. Provide a written report of student progress at annual review.
• Complete the transition services component of the IEP and contribute to the summary of performance.
• Facilitate referral, application, and eligibility process for students and families to adult service providers.
• Coordinates all campus-wide transition events.
• Tracks former students for at least five years post-graduation and prepares outcomes reports for future program development.
• Adheres to all PHMC and Fairwold policies and procedures.
• Performs related duties as assigned.

SKILLS:

• Understanding of emotional and behavioral disorders, mental health issues, autism, developmental delays, and intellectual disabilities
• Demonstrated knowledge of disabilities under IDEA.
• Demonstrated knowledge of state and federal laws/regulations that protect individuals with disabilities in education, employment, and community.
• Demonstrated ability to work with a variety of educational staff to establish and maintain cooperative and effective working relationships.
• Demonstrated ability to build positive relationships and maintain high professional standards with all stakeholders.
• Excellent ability to work with students of all ages, academic levels, and from various cultural and ethnic backgrounds.
• Demonstrated ability to work with classrooms, small groups, or individual students as directed.
• Demonstrated knowledge of School-Wide Positive Behavior Support, Mandt, and Trauma-informed practices.
• Demonstrated skills with computers, data systems, and electronic reports.
• Demonstrated ability to understand and adhere to policies and procedures.
• Demonstrated analytical and problem-solving skills.
• Excellent organizational and time management skills.
• Excellent interpersonal skills.
• Sufficient mobility and ability to participate in managing the safety of a child through physical or personal interventions.

PERFORMANCE REQUIREMENT:

• Utilize a variety of research and evidence-based transition assessments on an ongoing basis (at least once annually) and interpret results of transition assessments for students, families, and professionals to develop appropriate transition plans.
• Explores and recommends research and evidence-based transition program curriculum, designs and implements lesson plans, and assesses student progress, assigning grades and monitoring student progress.
• Collaborates with the student’s case manager to develop standards-based IEPs for transition programming. Writes transition goals and facilitates measurable transition goals at IEP meetings, specific to Courses of Study, Activities and Services related to post-secondary goals.
• Organizes placement of and supervision for community job shadowing, on-site work training, and work/study placement. Identifies job shadowing skills assessment and analyzes data from activities for transition outcomes.
• Facilitates referral, application, and eligibility process for students and families to adult service providers. Completes an orientation process for all services for students as well as their families.
• Organizes and coordinates all campus-wide transition events, including Career Fair and other related events as assigned by the supervisor.
• Tracks graduates for at least five years post-graduation and prepares outcomes reports (post-secondary education, employment, independent living, etc.) for future program development.
• Assesses student progress in vocational and work-based experiences.
• Full and active compliance with all PHMC and Fairwold Academy policies regarding job performance and conduct standards and expectations.
• Perform all related duties and accept program assignments as directed.

PHYSICAL DEMANDS/WORK ENVIRONMENT:

• Routine school environment. Employees may be involved in de-escalating student behaviors using mandatory approved techniques.
• Potential exposure to bloodborne pathogens; may transport students in the agency in accordance with PA Department of Education and Department of Transportation requirements and school and PHMC procedures.
• Ability to climb stairs and walk on uneven terrain, play yards, and school grounds.
• Ability to move rapidly, forward, backward, and laterally.
• Physical capacity to lift, move, and position a student up to age 21 who may weigh 150 pounds or more with the assistance of other properly trained personnel.
• Ability to independently utilize routine office equipment.
• Ability to independently travel outside of school hours as determined by administration.
• The physical demands and work environment described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION:

• Bachelor’s degree in education.
• Active certification in Special Education, Cooperative Education, or related education certification OR School Counseling.

EXPERIENCE:

• Three years’ experience working with a special needs population in a school setting is required.

Qualifications

Education

Required

Bachelors

Experience

Required3 years

Three years’ experience working with a special needs population in a school setting.

Behaviors

Preferred

Leader:Inspires teammates to follow them

Detail Oriented:Capable of carrying out a given task with all details necessary to get the task done well

Licenses & Certifications

Required

Certified Teacher

Equal Opportunity Employer/Protected Veterans/Individuals with Disabilities
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