Warren County ESC
Equal Opportunity Employer

 
Position: Transition Coordinator
Reports to: Assistant Superintendent
5 days a week/ 187 day contract 
Employment Status: Regular/Full-Time
 
Description: The Transition Coordinator plans, coordinates, delivers, and evaluates transition education and services at the school and system level, in conjunction with other educators, families, students, and representatives of community organizations and area businesses.
Requirements: 

1. Valid Ohio licensure as a Special Education Teacher (TTW endorsement preferred but not required)
2. Master’s degree and/or a minimum of 5 years of experience and/or training in the area of work study and transition training for special education students
3. Knowledge of the Individual with Disabilities Education Improvement Act, the American Disability Act, Employment First Initiative and the Transition Services Process
4. Knowledge of vocational/transitional education programs
5. Knowledge of community agencies
6. Knowledge of special education research and scientific research based practices
7. Ability to effectively communicate and work with students of all disabilities, community agencies, parents, post secondary education institutions, and staff
8. Possess effective written and verbal communication skills
9. Possess knowledge of technology
10. Possess effective active listening skills
11. Possess organizational problem-solving skills
12. Possess professional appearance and disposition
13. Possess leadership skills

The Warren County Educational Service Center Transition Coordinator will coordinate transition services for students with disabilities as follows:
 

• Communication: newsletter, monthly updates, professional development, research and data results, transition fair, and college nights with parents, students, staff, and community/adult service providers related to the successful transition of special education middle and high school students, ages 12 – 22, into post-graduate adult life.
• Works with teachers to create individual goals and objectives (for transition meetings, assessment data administered and collected, construct specific goals and objectives); attends/participates in IEP/ETR meetings of students participating in the work study program.
• Meets with students (weekly transition meetings, career planning meetings, self-determination training) as identified through the IEP process, to assist with gaining and maintaining competitive employment and travel training. 
• Instruct students identified (in career planning meetings, construct plans or portfolios) by school team relative to career awareness needs and employability skills.
• Develops and maintains school and community-based work experiences (such as 21^st century skills training, prioritize strengths and weakness, including but not limited to work experience, but specific skills development) monitoring student progress, maintaining working relationship with employers/job sites and provides job coaching with the school and community. 
• Collaborates (with necessary staff to determine what courses and skills are needed) with local adult vocational service providers to develop effective transitioning supports and programming.
• Performs on-going assistance for students obtaining a ‘deferred diploma’ including transportation needs, job coaching, adult agencies, issues with employers and other services required.
• Communicates with staff surrounding vocational program, technical and career education programs and services, post-graduate technical training programs available throughout the region, local and adult vocational service providers.
• Continually (weekly or monthly communication meetings with community agencies) communicates with adult service providers (BVR, DDS, etc…) regarding eligibility requirements involved in the application process; communicate these requirements with school system staff; facilitate adult service providers and school staff with practices that ease the application process for the graduating/exiting students and families.
• Keeps informed of revisions in state and federal transition laws, trends and practices; communicates on a regular basis with Special Education Director and Special Education Supervisor.
• Works closely with the Office of Pupil Personnel to develop and case manage transition services and individual vocational programs for students with intense disabilities.
• Develops and implements learning modules and providing professional development to staff which facilitate the generalization of transitional goals.
• Serves as a member of the Employment First Committee.
• Strives to promote community awareness of disabled students and their abilities.
• Attend school and student events as outlined in the teacher contract.
• Data collection.
• School-Age Advisory Board meetings
• Other duties as assigned.

 
Additional Working Conditions:
 

• Occasional lifting or pushing of items up to 25 pounds.
• Operation of a vehicle in inclement weather conditions (i.e. being prepared to work on all scheduled school days except calamity days).
• Valid driver’s license and insurance.
• Interaction with students grades 6 through 12.
• Physical movement throughout the day. 
• Development of a progress monitoring/data management system to maintain yearly data.

Roles and Responsibilities
Practices Pertaining to the Following Specified Areas:

In Schools

1. Disseminates, in coordination with the Department of Pupil Personnel, transition information to teachers/administration.
2. Serves as a resource to families, parents, and students in accessing transition services as well as providing information on transition topics.
3. Facilitates communication between teachers regarding special education students in transition.
4. Serves as a liaison to identify appropriate accommodations for student success in post secondary options or adult services.
5. Serves as a liaison to screen students for, but not limited to, the HCSD vocational program, Project Life and Project Search.
6. Work in collaboration with special education teacher of records and school counselors to provide effective transition planning.
7. Follow all policies and procedures for the provision of special education as established by the Ohio Department of Education.

Transition Planning

1. Serves as a resource to staff, students, and parents regarding transition service options.
2. Serves as a liaison between ELA and the DDS, OOD, etc…to support a smooth transition to adult services.
3. Maintains records of appropriate documentation during the transition process.
4. Works with teacher of record and school counselors to assist students and families with post-secondary enrollment procedures if requested.
5. Maintains communication between post-secondary institutions, employers and employment training providers during the transition process.
6. Works with teachers to create individual goals and objectives; attends/participates in IEP meetings when appropriate, the Transition Coordinator does not need to be in most IEP meetings. Most activity will take place prior to the IEP meetings such as serving as a resource to the teacher of record in regards to how to address transition in the IEP, how to get present level of performance information regarding transition, how to set up the long-range transition plan, guardianship, community agencies to invite, post secondary entrance requirements, and contacts, etc.
7. Works with the Department Lead in each building (6 grade-12 grade) to inform staff, student and family of community resources and services
8. Works with the Department Lead and teacher of record to coordinate fours relating to employment, vocational training, and education as needed/as appropriate.

Assessment

1. Supports teams in evaluating employability assessments/rubrics and career interest inventories to help students determine career areas for exploration.

Employment

1. Coordinates and develops school and community work based-learning opportunities for students (such as job-shadowing, internships, cooperative education, etc.)
2. Collaborates with teacher of record and IEP teams on appropriate job placements, and referrals.
3. Develops and implements work components into student plans as applicable.
4. Provides on-going assistance for students obtaining a deferred diploma including transportation needs, job coaching, adult agencies, employer needs/issues and other services required.
5. Collaborates with appropriate personnel to ensure that all students on IEPs have gone through the visioning process.
6. Monitors on a regular basis, student’s work progress.
7. Develops working relationships with job sites and visits each site on a rotating basis.
8. Assists students in applying for jobs.
9. Monitors student’s job performance periodically.

Interagency/Business

1. Identifies, establishes and maintains linkages with community resources.
2. Facilitates referrals to outside agencies and/or post-secondary institutions.
3. Initiates and maintains collaboration with employers, local education institutions and adult service providers.