Transition Support Specialist; Grant-Funded

Position: Transition Support Specialist (Grant-Funded)

Full-Time and Permanent; 7.5 Hours/Day; 220 Days/Year; 11 Months/Year;
Grade A

DEFINITION

Under the general direction of the Senior Director of Student Support Services, the Transition Support Specialist is responsible for assisting all students regarding re-entry into the traditional school setting from alternative programs. The Transition Support Specialist will analyze data from the alternative placements to identify students or subgroups with potential challenges and collaborate with home school personnel to resolve barriers to graduation and positive school adjustment.

The Transition Support Specialist is expected to understand instructional and behavioral strategies and available community resources and be knowledgeable of all the available supplemental and remedial services.

ESSENTIAL FUNCTIONS OF THE CLASS

• In collaboration with the alternative placement school-based MTSS team, develop student transition and support plans for students transitioning to traditional schools from alternative placements or expulsion.
• Serve as the alternative site coordinator designee at alternative school campus(es).
• Assist with various student-related matters in the Department of Student Support Services.
• Assist with the creation of tiered interventions and supports for students in the areas of academics, behavior, attendance, and social-emotional learning.
• Collaborate with various departments, administrators, and school staff on improving high school graduation rates and lowering the drop‑out rates for students re‑entering traditional school settings from alternative placements.
• Develop and continue relationships with community agencies involved in student support services.
• Assist with the implementation of best practices related to student support services.
• Provide holistic caseload support, including attendance support, for students assigned to alternative placements and returning from alternative placements.
• Collaborate with the assigned senior coordinator to complete reports concerning reinstated students.
• Provide and submit reports to principals, executive directors, senior director, and senior coordinators responsible for attendance and truancy, as scheduled and requested.
• Perform other duties as assigned.

REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES

• Thorough knowledge of principles and practices of modern public education and ability to apply them to the needs of the school site and assigned students.
• Thorough knowledge of school administrative practices and procedures (operations and instructional).
• Ability to coordinate instructional and social‑emotional support programs and interventions, to plan and supervise the work of others, and to develop effective working relationships with students, staff, and the general public.
• Ability to communicate effectively with students and adults.
• Ability to work independently and cooperatively within a team.
• Ability to maintain proficiency with student data, confidential information, and search/retrieval software available to NPS employees.
• Excellent written and verbal communication skills.
• Excellent interpersonal and organizational skills.
• Knowledge of laws, procedures, and practices related to educational environments.
• Ability to communicate and work with diverse populations.
• Ability to maintain confidential material and make appropriate decisions based on outcomes.

MINIMUM EDUCATION, TRAINING AND EXPERIENCE REQUIREMENTS

• Master's degree with experience in education, special education, social work, counseling, or related area.
• Must possess at least three years of successful experience working with at‑risk students and a working knowledge of appropriate strategies for reducing behaviors that put students at risk of not meeting promotion requirements and/or graduating from high school.

LICENSE/CERTIFICATION

None.

PHYSICAL ATTRIBUTES

• Work is generally confined to the school or center environment.
• Sufficient mobility to patrol halls, grounds, etc., and to climb stairs is necessary in some buildings. Lifting light objects may be necessary.
• Sufficient strength and dexterity to restrain students who exhibit aggressive behavior.

HAZARDS

• Work is generally confined to the school or center environment.
• Sufficient mobility to patrol halls, grounds, etc., and to climb stairs is necessary in some buildings. Lifting light objects may be necessary.
• Sufficient strength and dexterity to restrain students who exhibit aggressive behavior.

UNUSUAL DEMANDS

The work is subject to continuous stress, constant deadlines, and frequent interruptions.

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