Facilitator: Transition

Facilitator:
Secondary Transition

This posting creates a pool of candidates for future positions that may become available.

The Secondary Transition Facilitator supports the successful transition of students with disabilities from school to postsecondary education, employment, independent living, and community participation in accordance with IDEA, COMAR, and Maryland State Department of Education (MSDE) requirements. This position serves as the school-based lead for IEP-driven transition planning, coordinating transition services, community partnerships, and student-centered planning activities for students ages 14 and older.

Additional Work Days/Hours Based on the assignment, the following additional work days and/or hours may be required as needed:

• Ability to work flexible schedules
• Evenings/Nights

Essential Duties/Responsibilities Facilitate the development and implementation of student-centered transition plans by supporting IEP teams in selecting, administering, and utilizing age-appropriate formal and informal transition assessments to develop individualized, measurable postsecondary goals and transition services aligned to students' strengths, preferences, interests, and needs.

Promote meaningful student participation in the IEP process and provide training, resources, and support to families regarding transition services, agency supports, employment, and postsecondary opportunities.

Establish and maintain collaborative relationships with community organizations, businesses, workforce development agencies, postsecondary institutions, and adult service providers to expand transition opportunities.

Facilitate access to career exploration, work-based learning experiences, job shadowing, internships, pre-employment transition services (Pre-ETS), and career readiness activities.

Review transition-related IEP documentation to ensure compliance with IDEA, COMAR, MSDE guidance, and local district procedures while providing consultation and support to special educators, related service providers, administrators, and school staff in the implementation of evidence-based secondary transition practices and requirements at the middle and high school levels.

Serve as the case manager for students pursuing a Maryland Certificate of Program Completion - Vocation Citation ensuring compliance with state and local requirements, coordinating transition planning activities, monitoring student progress, facilitating agency involvement, and collaborating with families, educators, and community partners to support successful post-school outcomes.

Coordinate enclave and supported employment programs for students in modified instructional programs and support the recruitment, application, placement, and ongoing participation of eligible students in Project SEARCH, On-Campus Transition Programs, and other work-based learning opportunities that promote successful postsecondary employment outcomes.

Collect, analyze, and report transition-related data, including student participation, employment experiences, postsecondary readiness indicators, graduation pathways, and post-school outcomes.

Coordinate services and post-school planning for exiting students participating in the Governor's Transitioning Youth Initiative (GTYI) to promote successful employment, postsecondary education, and adult living outcomes.

Facilitate completion of Maryland Summary of Performance requirements and coordinate referrals and collaboration with adult service agencies, workforce programs, and postsecondary institutions to support successful post-school transitions.

Performs other related duties as assigned within the same classification or lower.

Minimum 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, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education Bachelor's Degree preferably in Special Education or consideration may be given for Rehabilitation Counseling, School Counseling, Psychology, Social Work, or a related field of education from a regionally accredited college or university required.

Other:
Training or coursework in transition planning, workforce development, vocational rehabilitation, or related areas preferred.

Experience Three (3) years relevant successful experience working with students with disabilities in a school,…