Transition Coordinator

Public Health Management Corporation · Fort Washington, PA · 2 days ago

On-siteOTHRFull-time

About the role

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 Transition Coordinator 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 role 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.
Coordinate all campus-wide transition events.
Track former students for at least five years post-graduation and prepare outcomes reports for future program development.
Adhere to all PHMC and Fairwold policies and procedures.

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 Requirements

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.
Explore and recommend research and evidence-based transition program curriculum, design and implement lesson plans, and assess student progress, assigning grades and monitoring student progress.
Collaborate with the student’s case manager to develop standards-based IEPs for transition programming.
Write transition goals and facilitate measurable transition goals at IEP meetings, specific to Courses of Study, Activities and Services related to post-secondary goals.
Organize placement of and supervision for community job shadowing, on-site work training, and work/study placement; identify job shadowing skills assessment and analyze data from activities for transition outcomes.
Facilitate referral, application, and eligibility process for students and families to adult service providers.
Complete an orientation process for all services for students as well as their families.
Organize and coordinate all campus-wide transition events, including Career Fair and other related events as assigned by the supervisor.
Track graduates for at least five years post-graduation and prepare outcomes reports (post-secondary education, employment, independent living, etc.) for future program development.
Assess student progress in vocational and work-based experiences.
Ensure full and active compliance with all PHMC and Fairwold Academy policies regarding job performance and conduct standards and expectations.

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. 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.