Transition Specialist​/VR-TSW

Transition Specialist

The job of Transition Specialist is done for the purpose of providing "enhanced" Transition from School to Work (TSW) services, in collaboration with a transition teacher and other providers, to students with disabilities who are clients of Vocational Rehabilitation (VR). This includes the coordination and execution of a variety of activities that are designed to educate staff/students/families about the VR-TSW program, facilitate referrals, enrich the process of career exploration, generate work-based learning opportunities, expand on classroom instruction, and reinforce work readiness skills so that students may experience a seamless transition to continuing education, vocational training, and/or the world of work.

Essential duties and responsibilities include promoting the program by providing details and information about purpose, process, and payoff (benefit); assisting students, family, case manager, and others to initiate and follow through with VR referral, eligibility determination, IPE development, and completing Senior Checklist items; arranging/coordinating routine VR-TSW meetings including intake/orientation, mentor sessions, IPE review/sign, progress review, and senior exit; finding and delivering details about in-demand industries and jobs, postsecondary education/training programs, recruiting/hiring events, internship opportunities, financial aid, scholarships, etc.;

conducting outreach activities to recruit businesses, organizations, and professionals for work-based learning experiences including site tours, career presentations, job shadows, informational interviews, etc.; arranging community outings (1:1 or class) to facilitate career exploration, postsecondary planning, trial work or volunteer experience, field research, travel training, etc.; planning in class or community-based activities, in collaboration with the Transition teacher to supplement weekly lessons and learning targets;

transporting students (in district van or AV bus) to activities, meetings, appointments or events; collaborating with school counselors, career center, CTE teachers, transition tech to plan school-wide college & career events, exchange information, share resources, and facilitate student access/use of services; providing instruction/coaching in workplace skills, self-regulation, goal setting, self-determination, job search, interview skills, applying for jobs, financial aid, college/trade school, and concept of life-long-learning;

acting as a liaison between VR, school, district, student, family, and other agency reps; maintaining accurate and timely documentation (e.g., time/effort log, mileage, service and progress reports); communicating transition plan, progress & needs with Transition team (family, counselors, case manager, etc.); attending all trainings, meetings, and professional learning by Peoria, RSA, and/or ADE as required; and other duties as assigned by Transition Coordinator or Transition Strategist.

Knowledge and skills include general knowledge of state and federal labor laws, general knowledge of laws pertaining to special education & rights of employees with disabilities, general knowledge of methods/techniques for teaching life skills to students with disabilities, general knowledge of agencies/organizations that provide services to youth/adults with disabilities. Skill in operating a computer using common Microsoft applications, skill in collecting/managing data (digitally or paper/pen) and protecting confidential records, skill in accepting and providing feedback to improve workplace skills in class and community, skill in keeping organized, being on time, prioritizing tasks, and meeting due dates/deadlines, able to listen, read, and interpret information spoken or written in English, able to speak and write clearly and concisely in English with good grammar, able to present information verbally in 1:1 and small groups (15-20 people), able to modify/adapt communication strategies to match different ability levels and styles, able to establish and maintain professional working relationships with ALL stakeholders, able to work autonomously without direct supervision, able to adapt and change routines/activities quickly as situations arrive.

Minimum qualifications include a regular high school diploma or G.E.D.; current Arizona Driver's License; current Arizona IVP Fingerprint Clearance Card; at least 1-year experience working with youth between the ages of 14-22. Other requirements include driving a district van or AV bus to transport students in the community, taking/passing an online driving class and being approved for insurability, lifting and carrying heavy, bulky supplies/materials weighing up to 20 pounds, assisting with daily living skills and transfer of students with mobility limitations, and starting earlier or leaving later than normal working hours.