Transition Coordinator

Program: Doctor Franklin Perkins School—Lancaster, Massachusetts
Employment Status: Full Time Position Type: Permanent
Compensation: $76,000 - $83,000 per year Reports To: Upper School Director

Position Overview

At the Doctor Franklin Perkins School, part of the RFK Community Alliance, you’ll join a mission‑driven community dedicated to helping students become connected, capable, and healthy. The school provides exceptional academic, social, emotional, and behavioral supports within a strengths‑based, trauma‑responsive educational environment serving students from Grades K–12 and through age 21.

As the Transition Coordinator, you will design and lead comprehensive transition services that empower students ages 12–22 to build meaningful, successful adult lives. You’ll collaborate closely with educators, clinicians, families, and community partners to help students discover their strengths, develop independence, and gain real‑world experiences that prepare them for postsecondary education, employment, and community participation.

You’ll also be part of a school known for its spacious, light‑filled campus, strong elective programs, state‑of‑the‑art therapeutic and academic spaces, and a deep commitment to family partnership and student success.

Essential Duties and Responsibilities Transition Planning and IEP Development

• Develop, implement, and monitor individualized transition plans as part of the IEP starting in Grade 7.
• Conduct age‑appropriate transition assessments and use results to inform measurable postsecondary goals, transition services, and courses of study.
• Ensure student participation in transition‑focused IEP meetings and promote self‑determination and self‑advocacy skills.
• Maintain accurate documentation to ensure compliance with IDEA, Massachusetts regulations, and Indicator 13 requirements.

Program Design and Instruction

• Design and lead transition classes and individualized (1:1) transition sessions aligned to student needs, interests, and post‑school visions.
• Deliver or coordinate functional academic and transition‑related coursework aligned with student credit requirements and adult outcome goals.
• Collaborate with classroom teachers to integrate transition skills, functional academics, and career readiness into core instruction.

Career Exploration, Employment, and Community Experiences

• Coordinate career exploration activities using tools such as Pathful Explore, O
  * Net, interest inventories, and career assessments.
• Develop and oversee school‑ and campus‑based vocational opportunities by creating job roles aligned to student interests and supervising work shifts.
• Establish and maintain community‑based opportunities including internships, job shadowing, volunteer placements, and paid employment.
• Build partnerships with local employers, postsecondary programs, vocational schools, and adult education providers.

Independent Living and Adult Readiness

• Provide instruction and coordination of independent living skills including budgeting, cooking, hygiene, transportation, community access, and daily living routines.
• Support students in developing professional portfolios, resumes, applications, and interview skills.

Caregiver and Interagency Collaboration

• Serve as a liaison between students, caregivers, school staff, and adult service agencies including Mass Ability, DDS, DMH, DCF, and Mass Hire.
• Support families in navigating adult service referrals, eligibility requirements, timelines, and documentation.
• Develop and sustain interagency collaborations to ensure continuity of services beyond school.

Data Tracking and Program Oversight

• Monitor student progress toward transition goals using data tracking tools.
• Maintain records for audits, compliance reviews, and program evaluation.
• Provide consultation and professional development to staff related to transition planning and best practices.

Required Qualifications

• Valid DESE licensure in Moderate Disabilities (5–12) or a master’s degree in Special Education or related field.
• Minimum of three years of experience supporting youth with disabilities, including social, emotional, and behavioral needs.
• Strong knowledge of IDEA, Massachusetts special education regulations,…