Children's Transition Coordinator

Summary

Children's Transition Coordinators perform a variety of duties to assist parents/guardians and young adults between the ages of 17 -22 who have a developmental disability in preparing for their lives after high school. This requires service coordination with multiple people and entities in addition to working closely with the young adult.

Essential Functions

• Conducts individualized transition planning meetings with parents/guardian and the individual.
• Assists the parent/guardian and individual in the selection of an adult service coordination entity when nearing transition.
• Educates parents/guardians and individual on transition process and requirements by providing information, resources and when needed, facilitating meetings.
• Maintains and supports the individual and family in meeting deadlines for the Transition Task Timeline.
• Provides information, training and assistance to families and individuals on topics that include supported decision making/guardianship, Medicaid, Home and Community Based Care services (waivered services), Social Security benefits, STABLE accounts and other services.
• Works with transitioning individual, the family, and community partners such as, but not limited to: schools, mental health agencies, Provider Agencies and New Hampshire Vocational Rehabilitation (NHVR) to create transition plans.
• Completes a comprehensive individualized service plan for the year of transition.
• Educates parents/guardians about the importance of weaving social, daily living, and vocational skills into the individual's high school education and ensuring that evaluations are current at time of exiting school.
• Informs families of family support and adult services options and services such as respite, training, family council, self-directed services, and Project SEARCH.
• Facilitates a final transition team meeting with the chosen adult service coordinator and provider agency when applicable.
• Provides resources and encourages families to acquire the skills, knowledge, and abilities necessary to meet the needs of the entire family.
• Acts as a resource to schools, service coordinators, NHVR, mental health agencies, PCP, and other social service agencies related to transitioning individual to adult services.
• Connects families with area agency and community resources as needed.
• 6-9 months prior to the individual's transition; schedules and participates in all Supports Intensity Scale assessments.
• As part of the transition team, attends school meetings whenever possible.
• Educates and shares information on transition issues with department as necessary and appropriate.
• Provides information and direction to families and individual in time of crisis.
• Possesses knowledge of all applicable regulations, policies, and standards to ensure compliance.
• Participates in the local Community of Practice (COP) on transition if/when needed.
• Maintains effective, consistent communication with supervisor, co-workers and other involved entities.
• Completes monthly service logs, and annual service plans.
• Ensures absolute confidentiality with respect to information contained in records concerning families and individuals.
• Represents the agency and serves as a spokesperson at state and local conferences and meetings.
• Participates as an active member of in-house and external committees such as Project SEARCH and wraparound teams.
• Possesses knowledge of community resources to better support families.
• Attends all Children's Service Coordination Department meetings, including facilitation of the meeting on a rotating basis.
• Attends and assists with coordinating 2-3 Family Council events per year.

Skills/Education

• BS/BA degree in human services/related field or high school diploma with equivalent of minimum 3-4 years' experience in human services.
• Experience in transitioning people into adult services preferred.
• Ability to communicate effectively and professionally, both orally and in writing.
• Knowledge and skilled in the areas of conflict resolution and meeting facilitation.
• Ability to maintain professional limits and boundaries.
• Skilled in computer applications and able to demonstrate accurate data entry.
• Basic knowledge of special education laws.