Transition Specialist

JOB DESCRIPTION

Chicago Public Schools (CPS) is a district on the rise, serving over 320,000 students in 500+ schools and employing over 44,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world‑class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity.

Six core values are embedded within these commitments – student‑centered, whole child, equity, academic excellence, community partnership, and continuous learning.

The Office for Student with Disabilities is responsible for student evaluations, creating and monitoring Individualized Education Programs (IEPs), and working with schools, staff, and families to fulfill these plans toward greater student development and achievement. OSD uses a data‑driven approach to best support the needs of each individual student and does so in compliance with federal and state regulations regarding special education, including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973.

Reporting to the OSD Manager of Transition Supports, the Transition Specialist will be responsible for supporting the implementation, expansion and monitoring the successful execution of transition services for students with disabilities, including but not limited to planning for transition to post‑secondary independence and designing thoughtful transitions between grades. The Transition Specialist will implement coordinated activities to support students with disabilities in their transition to successful outcomes in post‑secondary employment, education, training, independent living, and community involvement through collaboration with school personnel, students, families, community partners, post‑school service providers, governmental agencies, and employers.

This is a full‑time, exempt position that will be paid for hours worked on a salary basis.

• Vital administrative tasks that directly support our students and connects them to an agency
• Facilitating the intake of DRS referrals
• Overseeing the upkeep of our applicant data tracker to ensure comprehensive record‑keeping
• Adhering to required yearly application numbers set by DHS
• Collaborating with DHS counselors and personnel to ensure effective support for the DRS process
• Providing essential guidance to families and students on how to connect with DHS and begin their DRS referral journey
• Support schools through providing guidance, technical assistance, and leading professional development sessions for school staff in areas including but not limited to:
• Maintaining a focus on inclusive practices
• Promote increased awareness and accessibility to district‑wide programs and/or services encouraging participation in activities supporting the three areas of transition: post‑secondary employment, post‑secondary education and/or training, and independent living skills training
• Support schools in the effective implementation and facilitation of structures promoting student, school and family involvement with agencies, their events, and services available
• Participate in the implementation of post‑secondary‑related grants, including accurate data collection, providing information to students, families, and school staff regarding new transition opportunities, and sharing relevant information across OSD in support of future grant opportunities
• Collaborate with Transition team colleagues in planning activities and events to increase post‑secondary options for students such as career fairs, transition fairs, high school fairs, and job shadow days; recruit and support participants in the successful execution of these events
• Collaborate with community partners, including city and state agencies, community agencies, post‑school service providers, university partners, and other organizations to identify new or additional school and community‑based transition supports that may benefit CPS…