TRANSITION CAREER COORDINATOR -AUTISM PROGRAM at The Foundation Schools

Largo, Maryland, United States -

Full Time

Start Date

Immediate

Expiry Date

21 Aug, 26

Salary

96488.0

Posted On

23 May, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Transition Planning, Vocational Training, IEP Development, Case Management, Behavior Management, Career Assessment, Community-Based Instruction, Special Education Compliance, Student Supervision, De-escalation Skills, Collaboration, Documentation, Self-Advocacy Development, Crisis Intervention, Interdisciplinary Coordination, Vocational Rehabilitation

Industry

Education Management

Description

Description $77,400 - $96,488 PER YEAR FULL TIME JOB SUMMARY The Transition Career Coordinator supports school students with autism in developing the skills necessary for successful post-secondary outcomes, including employment, independent living, and community participation. This position identifies and establishes opportunities, coordinates, and monitors school-based and community-based vocational experiences, collaborates with families and community agencies, and facilitates real-world learning opportunities tailored to each student's strengths, interests, and needs. The Transition Career Coordinator serves as an integral member of the IEP team to ensure high-quality, individualized transition planning; align instruction and services with students' post-secondary goals; and help build a continuum of supports that promote self-advocacy, functional academics, and career readiness for students with autism. FLSA STATUS: Exempt employee ESSENTIAL JOB FUNCTIONS Develop, facilitate the implement of, and monitor individualized transition plans for students ages 13-21 in alignment with IEP requirements and post-secondary goals Ensure IEP meeting compliance, and that transition plans are developed for all students who need transition services; ensure that assessments are completed utilizing a variety of vocational and career assessment tools to determine students' transition needs. Write measurable, standard-aligned transition goals, and services within IEPs. Identifies and establishes opportunities and coordinate vocational training, job shadowing, internships, school-based work experiences, and community-based work experiences. Build and maintain partnerships with local businesses, community agencies, adult service providers, and post-secondary programs. Requires the ability to reliably transport oneself and accompany students to various off-site locations for vocational training, job shadowing, internships, school-based work experiences, and community-based work experiences. Must possess a valid driver’s license and maintain a clean driving record. Position requires the flexibility to operate company-owned vehicle or utilize a reliable personal vehicle with valid auto insurance coverage, depending on operational needs. Conduct career assessments to identify student strengths, interests, preferences, needs, and support requirements. Support students in developing independent living, social, and employment skills. Collaborate with teachers, related service providers, administrators, families, and community partners to align instruction, services, and experiences with student transition goals Collect outcome data for student post-graduate experiences; analyze data on student work experiences and career assessments; periodically provide reports as requested. Coordinate with the Education Director(s) to regularly update staff on career program progress and needs from the school community. Demonstrate an understanding of how our students' disabilities impact their behavior and ability to learn; display knowledge of students' diagnoses and adapt intervention strategies accordingly to meet the requirements of the students' IEPs and BIPs Effectively manages student behavior through the implementation of the behavior management system, school rules, policies, and procedures, models appropriate behavior for the students during the school day. Proactively identify behaviors among all students that could lead to a crisis, an unsafe situation or disrupt the learning environment; use effective behavior management techniques to address these behaviors to limit the severity and length of disruptions Facilitate student participation in transition-focused meetings and self-advocacy development Track and document student progress toward transition goals, and post-secondary outcomes Ensure compliance with federal, state, and local special education regulations and maintain required transition documentation Provide staff training and consultation related to transition services, community-based instruction, career readiness, and best practices for students with autism. Proactively provide supervision of students to ensure the safety and security of the school program at all times Maintain student confidentiality in accordance with The Foundation Schools' Confidentiality and Conflict of Interest Statement and student record confidentiality procedures. Demonstrate appropriate use of verbal de-escalation skills to manage student behaviors; utilize the behavior continuum in order to use or consider the use of the least restrictive behavioral interventions necessary; use effective, appropriate, and approved strategies during a crisis including the participation in seclusions, therapeutic holds, escorts, and student restraints when necessary; consistently and appropriately utilize and model TACT 2 techniques or classroom behavior management strategies Works with teachers, therapists, school leaders, and other team members to determine the student and/or classroom needs and adjust interventions and practices to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate. Actively participate in committees, meetings, supervision, and professional development activities Consistently model and implement the organization's core values to drive actions and to guide our students to incorporate Teamwork, Work Ethic, Integrity, Respect, and Leadership into positive behaviors Comply with all of The Foundation Schools' policies, rules, protocols, and procedures. Complete other duties as assigned. BENEFITS Company Paid –Group Term Life, Accidental Death & Dismemberment, Short Term Disability, and Long Term Disability Insurances, Employee Assistance Program, 403(b) Retirement Plan (Up to 8% employer contribution after 1 year of service for eligible employees), Educational Funds Assistance, 9 Paid Holidays, Paid Days Leave (PTO), Extended Sick Leave, Scheduled School Leave Company and Employee Cost Shared - Health Insurance (include prescription and visions benefits), Dental Insurance Employee Paid - Flexible Spending Account Plan (FSA) Medical & Dependent Care Accounts, Supplemental Life Insurance, Supplemental Accident, Hospital and Critical Illness Benefits Other Benefits - Credit Union Membership, Free Parking on Site, Professional Development Programs Requirements QUALIFICATIONS Education, Experience and Licensure Bachelor's degree or higher is required, preferably in education, special education, psychology, social work, vocational rehabilitation, or a related field, master's degree preferred. MSDE licensure or eligibility for MSDE licensure preferred. Experience working with students with autism and/or developmental disabilities. Knowledge of transition planning, vocational training, community-based instruction Knowledge and experience with various adult linkages to support students and families. Familiarity with IEP development, compliance requirements, and progress monitoring Experience collaborating with community agencies, employers, and families. Strong organizational, communication, documentation, and case management skills Knowledge of IDEA and its specific applications to educating students with autism and other disabilities Must maintain a valid driver's license, clean driving record, and valid automobile liability insurance. Bilingual (Spanish/English) abilities are a plus. Physical, Interpersonal and Cognitive Utilize basic office equipment such as computer, tablet, telephone, fax, copier, etc. Complete reports and data input while using a variety of computer programs. Move and carry supplies; light lifting, non-repetitive. Maintain a professional demeanor and relationship with students, colleagues, families, employers, agencies, and community partners. Work positively and collaboratively with others. Maintain a professional work ethic and meet the standards of professionalism including appropriate attire, attendance, and timeliness. Demonstrate effective time management and organization skills. Prioritize and plan work activities. Use time and resources efficiently, set realistic action plans and goals. Speak clearly and be understood by others. Read and express thoughts in a written format Possess and demonstrates a high level of mental and emotional balance. Respond quickly and tactfully to crisis situations while using critical thinking to assess problems. Work with minimum supervision and meet deadlines. Physically restrain or assist in student restraints. Possess sufficient mobility to provide program support, provide supervision in school and community settings, and manage student behaviors. Ability to reliably transport self and accompany students to various off-site locations. Willingness to drive either company vehicles or personal vehicles based on scheduling and vehicle availability. Frequent travel within the local community; exposure to varying weather conditions during student transits

Responsibilities

The Transition Career Coordinator develops and monitors individualized transition plans to help students with autism achieve post-secondary employment and independent living. This includes establishing community partnerships, coordinating vocational experiences, and serving as a key member of the IEP team.