Transition Alliance Program (TAP) Coordinator

About the role

The Davenport Community School District seeks a Transition Services Coordinator responsible for planning and coordinating transition services for high school age students and young adults with disabilities, providing counseling, assessments, instruction, job development, placement, apprenticeships, labor market information, collaboration with agencies, and maintaining records until age 25.

Responsibilities

• Plan delivery and coordination of transition services for high school age students and young adults with disabilities.
• Provide comprehensive services/instruction in personal counseling (including career), transition assessments, diagnostic services, instruction, job development, placement activities.
• Develop apprenticeships and community-based work experiences.
• Compile labor market information.
• Collaborate with Iowa Vocational Rehabilitation Services, school personnel, and adult service providers.
• Develop transition plans in coordination with IEPs and Employment Plans.
• Teach competencies based on individual needs.
• Maintain case records and reports; provide follow‑up until the individual reaches age 25.
• Oversee students interested in post‑secondary education: assist with applications, financial aid, textbooks, test preparation.
• Create transition plans for students with disabilities (IEP or 504).
• Implement individual transition plans for post‑secondary careers.
• Plan and provide vocational counseling to ensure understanding of disability and assess/develop appropriate vocational choices.
• Teach students how to disclose disability to employers and post‑secondary schools.
• Facilitate job placement: evaluate job readiness, develop/execute job‑seeking plan, contact employers, provide job analysis and accommodation recommendations, selective placement, follow‑up.
• Develop and provide services to assess, prescribe, evaluate, and guide learning experiences toward competitive employment.
• Develop classroom or work‑field instruction based on individual need.
• Conduct or oversee assessments to determine vocational aptitude, interests, or general ability for career areas.
• Plan and implement vocational instruction and employment information, training in community and independent living skills.
• Communicate and correctly apply federal and state statutes and rules to colleagues, service providers, employers, and the public.
• Supervise and follow‑up on students placed in the community; oversee and manage the TAP contract.
• Create and submit quarterly reports to IVRS documenting services, performance measures, budget status, business engagement/partnership, and follow‑along/up services.
• Supervise day‑to‑day program; develop and support job training of youth; assign TAP Work Liaison to individual students.
• Initiate and carry out expected duties: intake of student paperwork, screening, evaluation, goal development, casework, placement, guidance, referral.
• Contribute to IEP meetings, providing transition assessment results and updates on student workplace performance.
• Prepare and maintain records and reports as required by District, IVRS, AEA, community agencies, county, and state.
• Plan and deliver professional staff development as needed.
• Work independently and make decisions regarding the TAP program.
• Work with the business community to learn about business needs, labor market trends, and future community needs.
• Work cohesively with Iowa Vocational Rehabilitation Services.
• Develop and complete “Job Development” with employers to establish partnership job‑training sites for youth.
• Understand and develop relationships with youth/families and others representing a wide range of socio‑economic, diverse, and cultural backgrounds.
• Collaborate and consult with staff, principals, teachers, counselors, Mississippi Bend AEA Staff, Transition Specialist