Transition Planning Jobs in Arizona (NOW HIRING)

TITLE:  TRANSITION SPECIALIST
CONTRACT TERMS:  School Year
SALARY CLASSIFICATION: Certified Salary Schedule

TITLE:  TRANSITION SPECIALIST
CONTRACT TERMS:  School Year
SALARY CLASSIFICATION: Certified Salary Schedule
GENERAL STATEMENT OF RESPONSIBILITIES:

Under the guidance of the Director of Student Services, the special education advisor is responsible for providing expert guidance and support for teachers, staff, service providers, and administrators to ensure equal and effective access to education for students with disabilities. This role involves coordinating, collaborating and working with educational teams to develop, implement, and monitor Individualized Educational Plans (IEPs), including   transition planning and related services for students with disabilities;  In conjunction with case manager, supervises paraprofessional staff implementing transition services, and teaching practices with students;  Develops and implements district-wide professional development related to  special education;;  Initiates and makes referrals to adult and community agencies, including Vocational Rehabilitation Services, Division of Developmental Disabilities and mental health providers.  Coordinates with IEP team and Director of Student Services in terms of referrals to Project Search and Project Focus;  Facilitates visits to potential job sites and related job shadows;  Coordinates with post-secondary educational and vocational training programs, including Pima Community College's Access and Disability Resource Center, the University of Arizona Disabled Student Services and SALT Center.  Monitors and advises administrative leadership on special education  policies, best practices, and outcomes for special education programs, and inclusive settings in general education. 

ESSENTIAL FUNCTIONS

Essential functions, as defined under the American with Disabilities Act, may include the following tasks, knowledge, skills and other characteristics.  This list is illustrative only, and is not a complete listing of all functions and tasks performed by positions in this job class.

• Work with general education classroom teachers, case managers, and related service providers to support transition related services, instructional strategies, accommodations, and modifications for students with disabilities;
• Identify seniors and/or those listed as grade 12 and support the student/families to implement transition activities and plan for postsecondary services;
• Make student referrals to adult and community agencies;
• Identify and refer students grades 9-12 for PreETS;
• Maintain student contact logs;
• Attend IEP meetings as schedule allows and provide support to teams with recommendations for meaningful student transition services and provide postsecondary agency/service information;
• Develop an  employment/transition related curriculum ;
• Disseminate and provide updates, transition materials, training and information to the Student Services Department at your school site;
• Contact job sites and facilitate placements;
• Complete job site and task analysis;
• Assume overall responsibility for students at job sites;
• Make recommendations to employers on types of long-term job supports;
• Complete referrals to Project Search and Project Focus (in direct coordination with Director of Student Services);
• Conduct all district Post-Secondary Outcome surveys;
• Assist and support classroom teachers using community-based instruction (CBI) with community-based job site development;
• Consult with Case Managers in their work to conduct transition assessments and develop transition plans;
• Create and implement professional development for staff; mentor staff as it pertains to transition planning and services.
• Complete all required off-campus paperwork for job placement and support;
• Promote ongoing scientifically-proven instructional and transition practices at school sites that support achievement for students with disabilities;
• Interpret federal IDEA, state, and district policies and regulations; advises parents, administrators, teachers, and related service personnel of the relevance of their individual roles within that framework;
• Ensure students are educated within Least Restrictive Environments (LRE) and are provided Procedural Safeguards consistent with federal and state regulations;
• Conduct site visits for instructional observations and walk-throughs to determine professional development and job-training needs;
• Provides guidance and direction for related service personnel aligned with Indicators 13 and 14 and Best Practices in Transition Planning (in coordination with district leadership);
• Meets and coordinates with Director of Student Services and Principals as needed to ensure that transition programs and services are aligned with district initiatives and practices;
• And other duties as assigned.

QUALIFICATIONS

A.  REQUIRED EDUCATION, TRAINING & EXPERIENCE

• Valid Arizona Special Education Teaching Certification;
• Masters Degree in a field related to transition services;
• Structured English Immersion (SEI) requirement;
• Five years experience implementing or working with students with disabilities, and school and community-based transition services;
• Valid Arizona IVP Clearance 1 Fingerprint Card.

B.  PHYSICAL REQUIREMENTS

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• While performing the duties of this job, the employee is regularly required to stand; walk; sit; use hands to finger, handle, feel and type; reach with hands and arms; and talk or hear.  The employee frequently is required to climb or balance and stoop, kneel, crouch, or crawl.  The employee must regularly lift and/or move up to 30 pounds.  Specific vision abilities required by this job include close vision, peripheral vision, and ability to adjust focus. 

C.  COMMITMENT & DEPENDABILITY

• Willingness to perform as an integral member of a successful team;
• Dedication to providing the highest level of service;
• Willingness to adhere to policies and procedures.

PERFORMANCE EXPECTATIONS

LANGUAGE SKILLS 

Ability to read, analyze, and interpret common scientific and technical journals, financial reports, and legal documents.  Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community.  Ability to write speeches and articles for publication that conform to prescribed style and format.  Ability to effectively present information to top management, public groups, and/or boards of directors.

REASONING ABILITY 

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

EVALUATION PROCEDURE:  In accordance with provisions specified in Governing 

Board policy.

SUPERVISION RECEIVED:  Reports to Director of Student Services.

SUPERVISORY RESPONSIBILITY:  Limited or none

PUBLIC NOTIFICATION OF NON-DISCRIMINATION: Sahuarita Unified School District does not discriminate on the basis of race, sex, color, national origin, sexual orientation, age, sex or disability in admission or access to , or treatment or employment in, its educational programs or activities and provides equal access to the Boy Scouts and other designated youth groups.