Position Description:

Ashland Public Schools is seeking a dynamic support professional(s) to work with 18-22 year old students with special education needs in a transition based program. The ideal candidate will work with young adults in the Ashland community to support established work opportunities and support young adults with on-going education as outlined through their individual education programs. The candidate(s) will collaborate with the program lead educator and special education administration to support the students in the program.

Program Mission: The Transition Program is designed to support and prepare students with disabilities for adult life as life- long learners and productive community members. Young adults are provided the opportunity to learn and grow through community learning experiences, travel training, internships, and functional academics based on their needs, interests and vision for their future. The Transition Program staff assist students and their families in connecting to community agencies/resources, and adult funding sources to support a seamless transition to adult life in the community.

Requirements: 

Candidates for consideration should have:

• ABA experience and associate's degree or higher preferred
• Experience working with young adults
• Knowledge of all disability types and effective practices to support individuals with disabilities
• Training/willing to be trained in ABA practices

Responsibilities:

• Assist district staff with all aspects of transition planning and programming as students with special education needs move from high school to community and postsecondary school and/or careers
• Support the transition planning process including writing transition plans and developing appropriate transition goals
• Support the delivery of curriculum that facilitates the generalization of transition goals
• Supervise students with moderate and severe special education needs and assess/support/encourage positive and productive transition
• Support community-based training and work-based learning opportunities as well as partnerships to promote transition opportunities for students
• Collaborate with necessary agencies to support a successful transition into adulthood
• Works collaboratively with speech and language pathologists as other special education team members to support our learners
• Travels with students on public transportation/independently travel to community locations to support students (mileage reimbursement)
• Supports utilization of community resources (e.g., public transportation, banks, libraries, career centers, laundromats, etc.) by foot and public transportation
• Appropriately fades supports to students in an effort to promote independence
• Collect data and support the completion of vocational assessments
• Directly reports to the Director of Student Services