SUMMARY
The Transition Coordinator assists students with disabilities and their families in obtaining services necessary to transition from High School to a post-secondary setting, whether for post-secondary education, employment, or long-term support.
ESSENTIAL DUTIES AND RESPONSIBILITIES
(Incumbent performs a majority of the following duties)
- Provide direct instruction to students with disabilities that is designed to meet their individual transition needs.
- Develops curriculum, designs and implements lesson plans, and assesses student progress.
- Disseminates information to staff, students, and parents regarding student needs, progress, and resources.
- Coordinates transition activities for college, career, and community readiness.
- Manages IEPs assigned caseload; coordinates and facilitates IEP meetings, writes IEPs, and communicates with general education teachers and support staff.
- Facilitates referral, application, eligibility process for students and families to adult service providers.
- Assist with alignment of transition continuum of services at the secondary level.
- Attends IEP meetings upon request.
- Performs other related duties as assigned.
- Review transition plans for indicator 13 compliance.
CORE BEHAVIORS & COMPETENCIES
Core Values
- Dependability = reliable attendance, consistently address and resolve issues
- Integrity = honesty, refraining from talking behind others'' backs, ethical decision-making
- Collaboration = tactful and courteous with students, parents, public; work harmoniously with others
- Compassion = showing concern, being friendly and approachable
- Excellence = professional grooming and attire, commitment to performing quality work
Job-specific
- Collaborative = Developing relationships with parents, students, colleagues, and community members in order to help in the transition process from high school to post-secondary environment.
- Coaching = Provide continuing coaching to students and parents to ensure a smooth transition into post-secondary environment.
- Interpersonal Skills = Successfully interact and engage with students, families, colleagues, administrators, and others; enjoy working with children with disabilities
- Adaptability and Flexibility = Willingness to change methods and approaches as appropriate
QUALIFICATIONS
Requirements
- Must be a U.S. citizen or have the legal right to work in the U.S.
- Intervention specialist license issued by the Ohio Department of Education.
- Bachelor''s degree in Special Education, including specific transition coursework.
- Minimum (3) years of teaching experience at the secondary level
- Valid Ohio Driver''s License
- Ability to pass a criminal background check
Knowledge & Experience
- Understanding of disability areas under IDEA.
- Knowledge of how disabilities impact an individual''s ability to function in the post-secondary setting.
- Knowledge of state and federal laws/regulations that protect individuals with disabilities in education, employment, and community.
- Knowledge of adult service providers and services available within each.
PHYSICAL ATTRIBUTES/DEMANDS
- Regularly required to talk and hear.
- Frequently required to sit and work at desk/computer for extended periods of time.
- Must be able to have repetitive wrist/hand/finger movement to work on computer and/or related office equipment.
WORK ENVIRONMENT
- Work is performed in a classroom setting.
- Occasional exposure to blood, bodily fluids, and tissue.
- Occasional interaction with unruly people.
- While performing duties of this job, the employee is regularly required to stand, walk, sit, talk and hear.
- Travel to meetings/professional development and work assignments.
- Must be able to lift 40 lbs.