NP Transformation - Transition Coordinator

Description

Are you interested in working with an organization that is transforming the way America cares for and educates its children?

The Children’s Guild is seeking an experienced Licensed Social Worker/Transition Coordinator who will be responsible for serving as a point of reference for students, parents, and faculty in preparing students for post-secondary employment and educational opportunities. The transition coordinator is responsible for developing appropriate transition plans and goals for students of transition age, tracking progress of transition plans, participating in IEP team meetings, and collaborating with parents to discuss transition plans, graduation requirements, and career options. The transition coordinator will act as the liaison for adult service agencies and link students and families with agencies as required. The transition coordinator will oversee and track student service learning (SSL) requirements, maintain and update High School Transcripts, and work to assist students in accessing higher education programs and/or employment opportunities, as appropriate. The transition coordinator is also responsible for overseeing the Community Work Experience/ Community Partnership program for students, developing appropriate community partnerships, completing and tracking student evaluations for this program, and other assessments necessary for supportive evidence of successful student participation and completion. The Transition Coordinator will also oversee the vocational program.

Summary

The Children's Guild Alliance is a nonprofit organization serving children, families, and child-serving organizations. We are dedicated to transforming how America educates and cares for its children through education, behavioral health, national training, and consultation services. Affiliates of The Children's Guild Alliance include The Children's Guild, Monarch Academy public charter and contract schools, Monarch Preschool College Park, TranZed Academy for Working Students, TranZed Apprenticeships, The Children's Guild DC Public Charter School, Transformation Education Institute, and The National Children's Guild Fund. We are among the most experienced child-serving organizations in the Greater Baltimore/Washington region and are currently expanding in national and international programs. Each year, the agency's continuum of care and hundreds of professional staff help thousands of youth and young adults and their families achieve excel and succeed. We operate public charter and contract schools; special education schools; preschool; apprenticeships, and pre-career programs; therapeutic group homes; treatment foster care; and behavior health services. We invite you to be part of our innovative team!

Our DEI Commitment

Diversity, Equity, Accessibility, and Inclusion are fundamental values at The Children’s Guild. We are committed to building and sustaining an inclusive and equitable working and learning environment for all students, staff, and families at The Children’s Guild. We believe every member of our team strengthens our diversity by showing us a broad range of ways to understand, engage, care for, and educate.

All Guild employees are expected to demonstrate an awareness of, respect for, and attention to the diversity of the people with whom they interact (person served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structure, policies, and services.

Qualifications

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Essential Duties and Responsibilities

• Comprehensive knowledge of a special education, rehabilitation, and experience working with individuals with emotional problems and other handicapping conditions.
• Develop, implement, and track progress on annual transition plans as part of the IEP process.
• Track graduation requirements for each student including credits earned toward graduation, state testing requirements, and student service-learning hours.
• Collaborate with adult service agencies to link students to post-secondary services and become eligible for pre-employment services.
• Develop both on-site and off-site internship opportunities for students to build on employment and life skills.
• Create employment portfolios for each student that documents the skills obtained while completing transition activities.
• Collaborate with local education agencies to ensure transition plan requirements are being met.
• Attend trainings from regulatory bodies with information on transition plans and the transition process.
• Conduct outreach to local organizations and businesses to create partnerships for internship opportunities for students.
• General knowledge of behavior management strategies.
• General knowledge of computer operations, filing systems, and the ability to manage multiple tasks at one time.
• Assume all other duties as assigned.

Competencies

To perform the job successfully, an individual will retain accountability for the following Key Result Areas (KRAs).

Note: The KRAs are the measurable outcomes tied to the specific responsibilities outlined in the JD. Only designate a responsibility as a KRA if you are consistently measuring it.

Key Result Area #1: Transition Planning

This KRA is successfully completed when:

• Develops transition plans in collaboration with the student, parent/guardian, and IEP team for each student of transition age that is documented in the online IEP systems. Plans include current levels of performance and transition goals.
• Tracks progress at least quarterly on transition goals.
• Attends Pre-IEP and IEP meetings and invites adult agencies as necessary to the IEP meetings.
• Assesses students annually in the areas of life skills, education, and employment.
• Performs all duties to assure completion of high school graduation requirements and links students to transition into adult service programs as appropriate.
• Utilize transcripts to create projected class schedules.
• Make referrals to appropriate adult agencies following expected timelines from regulatory bodies (DDA, DORS, MHA).
• Serves as liaison to students, community, families, selected committees, state agencies, LEA’s, adult service programs, local public schools, higher education and post-secondary training facilities.

Key Result Area #2: Documentation

This KRA is successfully completed when:

• Maintains student service-learning records hours for all students.
• Review and update high school transcripts for diploma and certificate track students.
• Complete Exit Documents with input from student and team during the final year of graduation.
• Complete credit checklists for graduation, maintain logs of contacts, and serve as contact for transition related inquiries for all high school students.
• Document student progress on transition related activities through data trackers.

Key Result Area #3: Work Based Learning

This KRA is successfully completed when:

• Develop internship opportunities at local business/organizations in the community for students.
• Develop relationships with local businesses which may provide on campus work for those students not yet ready for off campus work experiences.
• Create on-site work and life-skills opportunities for students.
• Provide support and training to staff supervising students at work sites.
• Provide support and training to employers providing internship opportunities.
• Prepare students for on and off campus work experiences.

Key Result Area #4: Professional Growth and Skills

This KRA is successfully completed when:

• Attend trainings provided by regulatory bodies that relate to the transition plan and transition process.
• Attend and lead school-based trainings relevant to the transition planning process.
• Attend trainings from adult service agencies and disseminate information to students, parents, and staff members as appropriate.
• Complete annual school-based trainings required by the organization and regulatory bodies.
• Complete an annual professional growth plan and track the personal goals that were developed.

Cultural Awareness Expectations

• The Children’s Guild employees are expected to honor the diversity that makes up our community. This includes being respectful and accepting of everyone's identity. The Children’s Guild empowers employees to share their own identities and encourages all members to learn from each other to foster a safe, tolerant, and diverse community.
• The Children’s Guild expects all to contribute to a space where individuals can grow, learn, share, and embrace differences in a respectful environment. The Children’s Guild recognizes that expressing personal and cultural identity is crucial to cultivating a safe community for staff, children, and families.
• Staff will build an empathetic, supportive, and equitable environment for the students and families we serve.
• Staff will value all children and families we serve and colleagues by embracing their diverse talents, perspectives, identities, and experiences while fostering inclusion that inspires innovation, encourages respect, and promotes growth.
• Staff will attract and sustain a diverse workforce by recruiting, hiring, developing, and retaining employees who work collaboratively to carry out the mission of The Children’s Guild.

Qualifications

Education and/or Experience

Minimum requirement of a Bachelor’s Degree in special education, guidance counseling, or a related field and a minimum of two years working in transition services or special education.

Certificates, Licenses, Registrations

Certified or be eligible for certification in crisis management.

Must possess a valid Maryland State driver’s license.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this Job, the employee is frequently required to stand; walk; sit; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl and talk or hear. The employee must frequently lift and/or move more than 50 pounds. Specific vision abilities required by this job include ability to adjust focus.

All Guild employees are expected to demonstrate an awareness of, respect for, and attention to the diversity of the people with whom they interact (person served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structure, policies, and services.