Community Connections Facilitator (CCF) (SY26-27)

Boston Public Schools; Boston (MA); On-site; USD 65,000 - 90,000; Full time

Job summary

Boston Public Schools is seeking a Community Connections Facilitator to support transition planning for middle and secondary students with disabilities, guiding employment, postsecondary options, and independent living opportunities. The role emphasizes collaboration with STRIVE teams and school staff to deliver personalized transition services.

The successful candidate will implement student progress tracking, provide professional development, and maintain partnerships with community resources.

Qualifications

• Bachelor’s Degree in Special Education or a related field is required.
• Active and valid MA DESE Teacher License in Moderate or Severe Disabilities is required.
• Experience working in multicultural environments with students with diverse abilities and disabilities is required.
• Knowledge of special education mandates, transition planning, Person Centered Planning, and related laws is required.
• Sensitivity to student cultural and special needs is required.
• Ability to work effectively as part of a team is required.
• Resident of Boston or willingness to relocate to Boston if hired is required.

Responsibilities

• Work with STRIVE team using individualized service coordination toward outcomes like employment and post-secondary education.
• Collaborate with school staff across the system to involve students with disabilities in the vocational continuum.
• Develop a work-based learning plan once placed in a school or community-based work experience.
• Collaborate with school teams to determine accommodations needed at work sites or community settings.
• Attend professional development to stay current with special education laws.
• Provide community access to travel training, work sites, internships, and adult services.
• Maintain interagency agreements with employers and community resources.
• Provide family support on rights, independent living options, and eligibility for adult services.
• Document student participation in STRIVE services.
• Perform other duties as required.

Skills

Team collaboration

Multicultural experience

Knowledge of special education

Education

Bachelor’s Degree in Special Education or related field

MA DESE License in Moderate or Severe Disabilities

Job description

Community Connections Facilitator (CCF) (SY26-27)

Boston Public Schools Central Office - Specialized Services - Boston, Massachusetts Open in Google Maps

Starting Date: Immediately

Job Description

The Community Connections Facilitator (CCF) will be an education professional who is experienced and knowledgeable about the needs of middle and secondary school students with disabilities as they prepare for transition to adult life opportunities such as employment, post secondary education training and independent living (if appropriate). The person will ensure that effective transition planning takes place, and that current and effective strategies like Person Centered Planning are conducted. The CCF will support the school staff in the development of transitional programming to assure all students reach their goals . The CCF will implement a student database system to document the student’s progress toward meeting goals. The CCF will maintain a high level of professionalism, responsibility, consistency, and respect at all times. The CCF will provide and share professional development in all realms of transition and their student database documentation system.

REPORTS TO: Assistant Director of Transition Services (Office of Special Education)

RESPONSIBILITIES:

• Work with members of the STRIVE team utilizing an individualized service coordination and team approach toward facilitating multiple positive outcomes for students with disabilities. Outcomes may include employment, post-secondary school enrollment, training programs, and independent living.
• Collaborate with faculty across the school system including regular education teachers to ensure that students with disabilities become involved in the vocational continuum.
• Facilitate the development of a work-based learning plan once the student is placed in a school or community based work experience.
• Collaborate with school-based teams to facilitate and determine the type of accommodations that might be needed by a student in the work site or other community-based settings.
• Attend professional development, workshops, and conferences to remain current in terms of special education laws.
• Provide community access to: travel training, potential work sites, internship opportunities, adult service providers, post-secondary opportunities.
• Facilitate and maintain interagency agreements with a wide range of employers and community resources.
• Provide ongoing family support including, but not limited to: the rights of persons with disabilities, options related to independent living, and accessible housing, guardianship, intake and eligibility for adult service providers, appropriate prevocational and vocational training opportunities.
• Conduct ongoing documentation of student participation in services facilitated through STRIVE.
• Other duties as required

Other responsibilities as required:

• Collaborate with Guidance Director and Guidance
• Collaborate with middle school staff
• Collaborate with related service providers at middle and high schools
• Collaborate with COSE to to ensure that SWDs have required documentation
• When appropriate, ensure 688 referrals are completed for SWDs
• Monitor and review high needs cases

CORE COMPETENCIES: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.

• Accountability for Student Achievement

(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)

• Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
• Consistently defines high expectations for student learning goals and behavior.
• Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
• Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.

• Communicating Professional Knowledge

(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)

• Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
• Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.

• Equitable & Effective Instruction

(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)

• Builds a productive learning environment where every student participates and is valued as part of the class community.
• Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
• Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.

• Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)

• Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.

• Parent/Family Engagement

(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)

• Engages with families and builds collaborative, respectful relationships with them in service of student learning.
• Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.

• Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)

• Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
• Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.
• Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.

QUALIFICATIONS - REQUIRED:

• Bachelor’s Degree in Special Education or a related field
• Active and valid MA DESE Teacher License in Moderate or Severe Disabilities
• Experience working in multicultural environments and with students with a broad range of abilities and disabilities
• Knowledge of special education and transition mandates, current strategies like Person Centered Planning, natural supports, related laws and regulations
• Sensitivity to student cultural and special needs
• Ability to work as a member of a team
• Must be a resident of the City of Boston or be willing to move to the City of Boston if hired.

QUALIFICATIONS - PREFERRED:

• Master’s degree in education or related field
• Full familiarity with special education initiatives
• Proven track record in community skills development such as in the area of career development
• 3+ years community or job skills development experience with similar student populations or equivalent experience
• Counseling, vocational rehabilitation, or social work degree(s), or related experience
• Experience in the assessment of students with disabilities
• Knowledge of Boston-based resources and business

Terms/Salary Grade: BTU, Group I, Plus 10% for the 11th month. The position requires that the professional be available to work a flexible schedule between 7:00 a.m. and 6:00 p.m. daily, not to exceed 6 hours and 40 minutes per day, and be available during school vacations, some holidays, evening beyond 6:00 p.m., weekends and summer hours, as needed.

In no event shall a staff member be required to work more than four weeks during the summer recess or more than one school vacation in order to fulfill the extra 18‑day commitment.

Please refer to www.bostonpublicschools.org/ohc (Licensed Staff >> Employee Benefits and Policies) for more information on compensation. Salaries are listed by Unions and Grade/Step.

For additional information and answers to frequently asked questions, please visit our website .

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias‑based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Position Type: Central Office

Contact Information

• Boston Public Schools, Office of Human Resources
• 2300 Washington Street
• Roxbury, Massachusetts 02119
• Email: [e-mail]

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