This is a Short Term posting for the 2022-2023 School Year.

Special Services

190 Day Contract

Minimum Qualifications

• Bachelor’s degree from a regionally accredited college or university;
• Rehabilitation Counselor Pre K-12 NM Licensure or ability to become licensed within 90 days of hire;
• Minimum of 2 year of experience with specials needs students in an educational or social service setting and/or general vocational knowledge preferred.

Knowledge, Skills and Abilities

• Evidence of data driven decision-making skills;
• Highly organized;
• Strong facilitation and collaboration skills;
• Strong knowledge of community based resources;

Expectations

• Work with the community and at the school sites with special needs students as they transition from high school to continuing education, vocational training, and/or employment.
• Assist other members of the Special Education staff in assessing and determining the required work and daily living skills necessary for individual students with special needs to lead a quality adult life.
• Consult/train/assist other Special Education staff in writing quality Transition Service Plans for students with disabilities.
• Provide special needs students with information and guidance regarding post-secondary education or training which might include adult education programs, technical, vocational or on-the-job training programs within the community.
• Participate in IEPs and assist other staff members in the implementation of the Individual Transition Plan developed for each special needs student (age 14 and up) regarding life skills and employment training needs, including special medical conditions or limitation faced by each individual student.
• Ability to project good interpersonal communication skills in order to establish and maintain productive working relationships
• Ability to work in a flexible, cooperative, and professional manner.
• Ability to work independently, develop schedules, prioritize tasks, and utilize effective time management skills.
• Strong communication and training/presentation skills
• Ability to work efficiently with community businesses and organizations.

Essential Job Responsibilities

• Will facilitate, with the help of appropriate staff, a coordinated set of activities for any student with a disability, as defined in the Individuals with Disabilities Education Act that

a. Is designed within an outcome-oriented process that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

1. Is based on the individual student’s needs, taking into account the student’s preferences and interests
2. Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.

• Provide those individualized and/or group services, which will assist in career development, employment preparation, self-determination development; vocational assessment, and integration in the workplace and community for all students.
• Demonstrate job development skills and address application of job modification assistance
• Provide technical assistance to special education teachers in developing transition plans and implementing those plans.
• Provide program development at the high school and middle school level that supports transition planning and provides a continuum of career development activities from exploration through planning.
• Provide assistance with multiple reviews of graduation progress checklists, transcript review and alignment to IEP schedule of services to ensure high school students with disabilities are on track for graduation
• Provide academic/functional consultation and advisement in collaboration with site specialists, counselors/master schedulers, and SE case managers for students with disabilities related to their post-secondary goals.
• Demonstrate strong leadership skills and teamwork through interagency collaboration; working with general education staff, vocational education staff, parents, students, employers, adult service providers and post-secondary education representatives.
• Demonstrate knowledge of labor markets, post-secondary opportunities, curricula and materials that support the identification of student aptitudes, interests, preferences, and strengths.
• Participate in meetings of individualized educational program (IEP) team that address transition requirements for students served under the Individuals with Disability Education Act (IDEA).
• Provide staff development in the area of transition for students with disabilities including training for students, employers, counselors, teachers, parents, and other service providers.
• Provide leadership in self-determination, including facilitating the participation of students in their own IEP team meetings.
• Work with the Public Education Department to ensure compliance with applicable state and federal regulations.
• Participate in professional development activities to maintain knowledge of preferred practices in rehabilitation counseling.
• Complies with state-approved New Mexico Administrative Code of Ethical Responsibility of the Education Profession and the RRPS Employee Standards of Conduct and upholds and enforces rules, administrative directives and regulations, school board policies, and local, state and federal regulations;
• Performs related duties consistent with job description and assignment as assigned.

Work Hours: Work hours are established in employment contract. Additional work hours may be assigned by School Principal/Assistant Principal, Executive Director of Special Services and/or Director of Special Education within parameters of the current Collective Bargaining Agreement.

https://www.rrps.net/page/benefits-salary-information