Position Description:

Ashland Public Schools is seeking a dynamic special educator 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 establish work opportunities, develop relationships with supporting adult agencies, and continue on-going education for the students in the program. The candidate will collaborate with district level professionals who will support the students in the program and complete additionally assigned responsibilities at the discretion of the director of student services and building administration.

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:

• Bachelor's degree, or higher, in special education from an accredited institution with a concentration in moderate or severe needs
• At least 5 years of experience working with students with unique learning profiles; preference for experience working with students aged 18-22
• Massachusetts Teacher Certification (severe or moderate special needs) required with willingness to obtain the Massachusetts Transition Specialist Endorsement

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
• Communicate with students and parents regarding the program design, implementation, and monitoring of special education programs for students with disabilities transitioning to post school life
• Disseminate transition information and provide professional development to teachers/administrators as needed
• Assist families, parents and students in sharing resources and understanding and accessing transition services
• Collaborate with guidance counselors to develop post-secondary options for students prior to graduation
• Attend/participate in IEP meetings, write IEPs/progress reports, progress monitor students
• Facilitate overall transition planning process including writing transition plans and developing appropriate transition goals
• Develop and implement transition 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
• Provide staff training to a variety of audiences and in a variety of formats regarding transition planning (as needed)
• Develop and coordinate 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
• Participate in monthly clinics with the families of the students in the program
• Other duties as assigned
• Works with all students including those with special needs within the regular classroom setting and the substantially separate classroom placement/programs, collaboratively planning a program of intervention which maximizes the inclusion of students with significant special needs
• Collaborates with others to prepare special education progress reports, gathering input from appropriate school personnel, and directly works in/with students programs to develop best supports for students
• Supports the maintenance of records for students with special needs to document service delivery
• Works collaboratively with speech and language pathologists as other special education team members to support our learners
• Support students either directly with ESY services or willingness to collaborate with hired lead teacher
• Travels with students on public transportation
• Facilitates students access to and 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 and submit data, complete vocational assessments and reports results to staff, students, and families as needed
• Directly reports to the Director of Student Services and Building Administration

TERMS OF EMPLOYMENT: Teacher Contract

EVALUATION: Evaluated by Special Education Administration