Transition Coordinator

Dayton Area School Consortium; Dayton (OH); On-site; USD 50,000 - 70,000; Full time

Job summary

The Dayton Area School Consortium is seeking a Transition Coordinator to assist students with disabilities in obtaining necessary services for post-secondary transition. Responsibilities include providing direct instruction, coordinating transition activities, and managing IEP cases.

Candidates must hold a valid Ohio Intervention Specialist license and a Bachelor's degree in Special Education, along with a minimum of three years of teaching experience.

Qualifications

• Must be a U.S. citizen or have the legal right to work in the U.S.
• Minimum (3) years of teaching experience at the secondary level.
• Valid Ohio Driver's License.

Responsibilities

• Provide direct instruction to students with disabilities.
• Coordinate transition activities for college, career, and community readiness.
• Manage IEPs assigned caseload and facilitate IEP meetings.

Skills

Dependability

Integrity

Collaboration

Compassion

Excellence

Coaching

Interpersonal Skills

Adaptability and Flexibility

Education

Bachelor's degree in Special Education

Intervention specialist license issued by Ohio Department of Education

Job description

Position Type: High School Teaching/ Intervention Specialist

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.