Transition Coordinator - Stamford, United States - Stamford Public Schools

Description

Position Type:
Special Education/Special Ed - All District

Date Posted:
3/25/2024

Location:
Stamford, CT

Date Available:
School Year
The filling of this position is based upon continued funding in the Board of Education budget.

Note: Teachers dually certified in TESOL, Bilingual Education or ESL, with experience in Sheltered Instruction or fluency in a language other than English, will be given preference for all Stamford Public School positions.

General Statement:
According to the Transition Bill of Rights developed by the Connecticut State Department of Education supporting IDEA, students with an individual educational plan (IEP) have rights to a free and appropriate education up to the age of 22, which must include post-school goals in postsecondary education/training and employment, and independent living skills, if appropriate.

The Transition Coordinator will work with school staff, agencies, students, and families to:

• Educate the school community about transition options available for students with IEPs
• Assist in the collection and analysis of data to inform the IEP goals and objectives for transition
• Assist in the development of effective transition IEPs
• Develop transition programming and services for youth 18-22
• Facilitate the student's ability to access the transition programming and services
• Lead staff in the implementation of transition goals and objectives
• Refer eligible students to state and federal agencies for support

Major Responsibilities:

Assessing/Evaluating and Placement

• Conducts initial and on-going comprehensive vocational evaluation of students with disabilities to identify appropriate services and programming
• Reviews student records to include psychological, educational evaluations, and behavior plans to assist with developing appropriate transition opportunities and training
• Performs and develops person centered planning to inform post-secondary programming
• Works closely with the High School staff and VoAg Program (teachers, administrators, and guidance counselors) to assist in developing recommendations, based on evaluation findings, for post -secondary planning
• Facilitates transition programming placement related to postsecondary education/training and employment, and independent living skills
• Provides evaluative assessments (career skill and interest inventories, conducts career exploration activities, and provides vocational opportunities) of student performance to prepare students to meet post-school goals
• Monitors student job performance based on student need as designated by the IEP

Curriculum Development and Programming

• Develops and implements programming aligned with the Connecticut CORE Transition Skills, to include functional curriculum and/or self-determination and pre-vocational skill sets
• Assists in the development of procedures and policies for the district in accordance with SPS Transition Manual
• Consults with students and teams to identify strategies/tools to promote transition readiness, assisting teams with school and community based learning opportunities
• Consults with staff prior to Planning and Placement Team (PPT) meetings to ensure the development of IEPs with accommodations and modifications designed to meet each student's unique needs
• Attends PPT meetings as determined appropriate by the Assistant Director of Special Education Services
• Ensures that the IEP team develops and implements realistic and specific post-school outcome goal statements that are measurable, based on the student's individualized needs and interests

Training

• Provides training for staff, parents, and students to promote understanding of and adherence to laws, eligibility requirements, and/or availability of services
• Provides job coaching and on-going in-service training to staff assisting students in the community
• Oversees transportation training for job coaches and students to assist with independence within the community

Community Outreach

• Identifies, explores, and connects with local and state agencies, such as Bureau of Rehab Services (BRS), Department of Developmental Services (DDS), Department of Rehabilitation Services (DORS), Department of Mental Health & Addiction Services (DMHAS), Bureau of Education and Services for the Blind (BESB), as appropriate
• Facilitates appropriate referrals to local and state agencies, as appropriate
• Develops and maintains working relationships with community businesses, agencies, and organizations to develop job site opportunities, including exploration of pop up stores

Program Oversight

• Duties and responsibilities in the areas of pupil instruction and supervision
• Matters related to discipline
• Lunch coordination and supervision
• Management of resources
• Assisting in building budget
• Scheduling tours, observations and special events
• Oversight of teacher and job facilitator schedules
• Prepare and provide professional development
• Act as administrative designee for all PPT meetings
• Facilitate weekly team meetings and schedule all requisite PPTs
• Support in implementation of guidelines and procedures associated with the IEP process.
• Assists in special education data collection for state reporting
• Collaborates/assists with staff regarding IEP development, accommodations and modifications
• Communicates with community agencies, such as; DMR, DCF, Child Guidance, etc.
• Works in conjunction with central office and attorneys regarding legal cases.
• Performs other duties as appropriate to the position as requested by the assigned central office special education administrator.

Extended School Year

• Provide oversight of in-district ESY including managing hiring and oversight of payroll submission.
• Provide oversight and correspondence to state-funded programs that transition-age students typically participate in during the summer months (MYEP, American Job Centers/Youthworks, BRS Level Up Camp and Summer Work Experiences, etc.).
• Facilitate the student's ability to access the transition programming and services
• Lead staff in the implementation of transition goals and objectives
• Write formal curriculum and assessments for Transition Services in accordance with Connecticut CORE Transition Skills and continue development of transition programming and services for youth 18-22
• Develop scaffolded bank of transition goals and objectives for middle and high school use.
• Conduct observations and assessments of transition-aged students both in and out of district.
• Provide person-centered planning for students and families. Train other staff members in how to conduct person-centered planning within their own buildings.
• Link families to state resource agencies.
• Develop new internships, community partnerships and learning opportunities for incoming students.
• Other related duties as assigned by the Special Education Administrators

Qualifications:

• Current Connecticut Teacher Certification: Comprehensive Special Education (065, 165, or 265)
• Three or more years of experience in Secondary Special Education and/or Vocational Transition Education/Services
• Demonstrated experience in writing standards-based IEPs, including goals and objectives for transition planning
• Demonstrated ability to analyze standardized and criterion-based assessments and relate them to IEP goals
• Demonstrated knowledge of Connecticut Core Transition Skills
• Demonstrated experience in aligning curriculum with Connecticut Standards for Transition Planning
• Demonstrated experience developing programming for transition planning in post-secondary education, employment, and independent living
• Demonstrated ability to evaluate individuals for transition planning, systems and/or working with public schools to assess needs of special needs students
• Demonstrated knowledge of best practice for the education of students for transition
• Demonstrated knowledge of local and state resources related to transition services
• Demonstrated ability to work well with others
• High standards of ethics, honesty, and integrity
• Computer proficiency in MS Office (Word, Excel, Access, and Outlook)
• Superior communication skills (oral and written)
• Knowledge of and/or demonstrate the ability to learn and implement Operating Systems (i.e. Windows); Office suites (i.e. Microsoft Office, Google Docs); Presentation Software (i.e. PowerPoint, Keynote); Spreadsheets (i.e. Excel, Google Spreadsheets); Communication and Collaboration tools (i.e. Skype); Accounting Software (i.e. QuickBooks); Student Information Systems (i.e. Naviance, Power School, CT-SEDS); or any other technology deemed relevant for this position.

Term:
Three (3) Years

Work Year:
186 days per year and Extended School Year

Salary:
$50,684 to $123,992
Step Placement is based on education and experience as outlined in Article 4 (D) of the SEA Contract.

Board Approved 10/25/2016; Updated 07/20/2023

Application Procedures:
Online application is required.

Internal Applicants: Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application. In addition, be prepared to provide a two letters of reference to the interview committee.