Transition Coordinator; Brookville

Overview

The Transition Coordinator assists transition age students with disabilities and their families in planning and accessing services necessary for a successful transition from high school to post-secondary education, employment, or independent living. This role supports students with disabilities in developing real-life vocational skills, fostering independence, transition goals through hands-on, simulated work experiences and preparing for post-secondary employment.

• Coordinate individualized transition services for students. Develop and implement individualized transition plans as part of the IEP process. Establish age appropriate transition goals for all transition age students.
• Coordinate activities with social work, special education staff, vocational/transitional teams, and families to develop, review and revise transition IEP goals and annual review reports related to vocational readiness.
• Provide direct instruction in transition-related skills (job readiness, self-advocacy, independent living). Coordinate career and community readiness activities for transition age students to aid in successful transition to adult service.
• Oversee activities for students to become independent and learn new skills and promote student independence, critical thinking, and problem-solving skills in a work environment.
• Make recommendations for program enhancements, materials, and equipment based on student needs and program goals.
• Maintain accurate records and documentation for compliance and program monitoring, including assessments.
• Collaborate with school and adult services transition staff on referrals and applications to adult service providers and creating annual and exit summaries.
• Coordinate with all mandated services to create schedules for transition times.

• Responsible for the health and safety of students.

• Conduct self at all times in an appropriate manner for school environment.
• Communicate effectively with students, staff, families, and external agencies using verbal, written, and digital formats.
• Adhere to program-specific policies and procedures.
• Serve as a role model, promote a positive, cooperative, team-oriented work environment.
• Demonstrate flexibility and the ability to handle numerous responsibilities.
• Take personal responsibility for the quality of services provided.

• Participate in program-wide activities and seek support to enhance knowledge in areas pertinent to students in the school.
• Attend and actively participate in required in-services and staff development and supervisory sessions as requested.
• Communicate effectively with students, staff, families, and external agencies using verbal, written, and digital formats.
• Participate in and/or lead staff meetings, professional development, and in-service training sessions as required.
• Provide training and resources to staff and families on transition services.
• Train and consult with special education teachers, transition specialists, teacher assistants and other staff to ensure a consistent and effective approach to transition planning.

• Code of Ethical conduct.
• Follow all emergency/disaster preparedness, prevention and response protocols and regulations.
• Complete in-service education program requirements.
• Comply with agency policies and procedures including but not limited to attendance, punctuality, appearance, appropriate demeanor for school setting, etc.
• Job-related self-development education activities.
• Follow infection control practices and procedures.
• Meet health requirements including annual physical examination and TB testing.

• Demonstrate understanding and sensitivity to the needs of students, staff and visitors.
• Maintain confidentiality of all students, family, and staff information.
• Communicate courteously and respectfully with all stakeholders.
• Exhibit “At Your Service” attitude, i.e. smile, use positive eye contact, and be friendly, open, and approachable.
• Address and refer concerns appropriately.
• Demonstrate flexibility and the ability to handle numerous responsibilities.
• Take personal responsibility for the quality of services provided.
• Provide classroom and bus coverage as requested by administration.

• Take an active role in supervision sessions by contributing ideas, asking questions, seeking clarification and implementation of recommendations.
• Comply with NYSED regulations and BCCS policies and procedures.
• Meet with transition staff on a weekly basis to review progress and needs of students.
• Participate in performance appraisal process for assigned staff.
• Ensure classroom activities positively contribute to transition to adult services.
• Requires interaction with students, staff, and families in a collaborative educational setting.
• Supervise and train transition specialists and teacher assistants in safety protocols and instructional support strategies.

• Demonstrate the ability to communicate and…