Temporary Special Education Transition Coordinator

• Develop & Implement Transition Plans:Create and execute individualized transition plans within theIndividualized Education Program (IEP)to meet post-school goals.Oversee Transition Planning in compliance with IDEA, including conducting various transition assessments, developing professional portfolios, resumes, etc.

• Coordinate Services by Building and Maintaining Networks:Link students with necessary services, such as postsecondary education, vocational training, community-based programs, employment opportunities, and independent living support.Establish and sustain collaborative relationships with community organizations, employers, and other service providers to create robust support networks for students.

• Collaborate with Stakeholders:Work closely with students, caregivers, collaterals, school staff (teachers, counselors, administrators), and community agencies (e.g., vocational rehabilitation) to ensure comprehensive support.Develop and maintain interagency collaboration related to transition services and goals.

• Facilitate Skill Development:Help students develop crucial skills for employment, further education, and independent living.Cultivate self-determination that includes student involvement in IEP development and self-advocacy. Oversee in-school vocational programs, creating jobs around the school based on student's interests and supporting and supervising students in their work shifts.

• Plan and Lead Transitions Class: Oversee and deliver transition-based program depending on student needs and visions. Create and implement classes and 1-1 sessions for transition skill development. Collaborate with classroom teachers to integrate transition skills into the classroom. Deliver functional academic courses aligned with student credit needs and visions

• Provide Employment and Community Experiences: Network and set-up volunteer and internship opportunities, tap into available community resources that include post-secondary education opportunities, career awareness, etc.

• Minimum: Bachelor's degree in special education or related field

• Preferred: Certification in Moderate Disabilities (5-12); Master's Degree in special education or related field

• Understanding of federal laws like IDEA, disability-specific needs, and district policies.

• Excellent communication and organizational skills.

• Ability to build and maintain collaborative relationships with students, caregivers, school staff, and external community and adult service agencies.

• Minimum of three years of experience supporting youth with social, emotional, and behavioral disabilities.

• Knowledge of and experience using a variety of teaching strategies and techniques.

• Management and/or crisis intervention program experience preferred.

• Willingness to participate as part of a team in all aspects of the school and agency programs.

HOW WE PROMOTE EQUITY, CULTIVATE LEADERS, AND GROW TOGETHER

At RFK Community Alliance, we're dedicated to a culture where everyone can show up to work as their full, authentic selves. Diversity and inclusion don't happen by accident, it's by design. Together we're the designers. We believe that a diverse and inclusive workplace makes our organization stronger. We care about including diverse perspectives and experiences throughout every level, which is why we're committed to honoring, celebrating, and fostering diversity and inclusion on our team, clientele, and community. Our team must reflect our community and vice versa. We value, respect, and support all types of diversity across all identities, including ethnicity, race, gender, LGBTQIA, age, religion, and abilities. We take responsibility for the community we're creating here at RFK Community Alliance, and we're here to contribute to the progression of our society to a more inclusive and equitable one.

Keywords: Special Education, IEP, Special needs, Transition, Autism, Emotional Impairment, Learning Disabilities, Education, SPED

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