Working from one of our Family Service Centers, the Transition Coordinator is primarily responsible for providing support to students with transition needs in their IEP to facilitate success upon graduation at CCA. Through use of the telephone, Internet and various curriculum tools they will consult regularly with learning coaches and students to ensure that each child successfully completes his/her transition program. The Transition Coordinator will also help ensure that the school operates in compliance with all state and federal regulations, and that data is being collected, stored, and updated in a manner that meets all compliance standards.
The Transition Coordinator will help ensure that the school is providing appropriate programs in the least restrictive environment for all students with special needs. This will include management of all aspects of the transition program, maintain student data, communicate with parents, establish relationships with appropriate agencies throughout the state, and ensure that the school operates in compliance with special education law and procedures at all times.
The primary purpose of the Transition Coordinator is to improve educational outcomes for all students by providing support to students, parents, teachers, counselors, and administrators in the identification, evaluation, and development of an individualized transition plan designed to support students of transition age (or earlier if agreed upon by the IEP team).
The Transition Coordinator will be responsible for the following tasks:
- Provide state mandated transition services to students receiving special education services ages 14 and older that are aligned with Career Education and Work Standards;
- Provides for the vocational evaluation of secondary students with special needs on a priority basis as requested by IEP Teams.
- Works closely with special education teachers and students to meet transition needs
- Creates written reports of results of vocational evaluations with specific recommendations for transition planning for IEP teams
- Develop professional development plan for Special Education staff to address all aspects of Indicator 13 to ensure IEP’s are in 100% compliance for transition
- Maintain resource guide for Special Education teachers to include but not limited to: County OVR contacts, transition agencies, post-secondary needs, etc.
- Attend IEP team meetings to discuss transition services for students, parents and team members
- Makes contact and creates partnerships within the school and community for the purpose of developing job shadowing and job sampling opportunities for disabled students
- Maintain resource guide broken down by county of transition agencies
- Provides vocational counseling and assists in student career and transition planning
- Assist with transition goals in IEP development and implementation
- Conduct Indicator 13 Compliance Checklist for all transition age students and revise IEP’s as needed for all IEP’s
- Monitor and Track Student Attendance
- Create Truancy Elimination Plans
- Work directly with students within a vocational and transitional counseling framework. Submits suggestions for curriculum improvement, which will enhance student abilities in acquiring-age appropriate independent skills.
- Schedule 5 parent resource information session at the family service centers to networks with parent groups for the purpose of informing them of community and state services available to students after graduation per school year
- Develop and implement learning modules which facilitate the generalization of transitional goals
- Update Transition Services information via LMS (Learning Management System)
- Monitor CCA recommended career exploration programs
- Prepare Keys2Work curriculum for the LMS
- Co-develop Career Explorations course to expand over a school year
- Collect and report data for Indicators 13 and 14
- Thorough understanding of IDEA, Indicator 13 and transition planning for students with disabilities
- Thorough knowledge of community-based programs, school-to-work programs, and agency linkages
- Experience with interagency collaboration for students with disabilities
- Ability to work collaboratively with students, parents, educators, administrators, employers, and agency representatives
- Ability to provide leadership for teachers in transition-related issues
- Ability to provide professional learning related to transition
- Outstanding organization and communication skills
- Possess a positive attitude
- Ability to listen, communicate, and work well with a diversity of groups and individuals
- Superior problem solving skills
- Ability to work effectively both with and without supervision
- Highly detail-oriented and analytical
- Excellent technology skills (especially with Microsoft OS and MS Office programs)
- Customer focused approach with a high degree of flexibility
- Demonstrated ability to work well in fast paced environment with a team player track record
- Ability to work remotely, if necessary
This job operates in a professional office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, filing cabinets and fax machines.
This is largely a sedentary role. Requires the ability to lift, squat, sit, bend or stand as necessary. Ability to travel to other sites/locations as needed.
- Full-time (10 Month)
- Travel may be required for this position.
- Master’s Degree in Education (or closely related field)
- Minimum 2 years’ experience
- Valid Pennsylvania Teaching Certification
Preferred Education and Experience
- Five years of experience in
- Valid Special Education Teaching Certification
Additional Eligibility Qualifications
- Valid PA Driver’s License
- Appropriate Automobile Insurance Coverage
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.
Commonwealth Charter Academy is an equal opportunity employment educational and service organization.