Transition Coordinator

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.
• Must be able to lift 40 lbs.