Coordinator, Transition Support

Office:
Office of Social Emotional Academic Development

The Office of Social Emotional Academic Development works with the Chancellor to ensure coherence in the educational experience for our students, families, and schools. Our goal is to initiate change and lead DC Public Schools into the highest performing school district in the nation.

Office of SEAD Strategy

Athletics: The Department of Athletics ensures all DCPS students have access to comprehensive and inclusive interscholastic athletics programming designed to increase student satisfaction, improve physical fitness, keep students engaged in school, develop leadership qualities, and provide additional outlets for students to express their unique talents.

Career and Technical

Education:

Career Education programs provide the academic, technical, and employability skills necessary to succeed in college, careers and to become lifelong learners. This includes JROTC programming.

Postsecondary Success Programs (PSP): PSP includes programming that prepares students for college and career, including Dual Enrollment, AP/IB, SAT/PSAT, School Counseling and Postsecondary Planning, Work-based Learning Opportunities, and Navigator supports.

Graduation Success Initiatives (GSI): GSI consists of programming designed to keep students on track academically and connected to their school communities. This includes work on Adjusted Cohort Graduation Rate, New Heights programs, OSTP, and Extended Learning programs such as summer school and academic recovery.

Grade Level Academies: Sixth and Ninth Grade Academies in DCPS provide rich, responsive, and well-rounded educational experiences for students during key transition years to promote success.

Scheduling, Transcripts, and Academic Records Support (STARS): STARS is responsible for supporting and monitoring DCPS schools in four areas: scheduling, grading, graduation, and the development and distribution of accurate student records.

Data, Strategy, and Operations (DSO): DSO supports the division through the management of budgets, data reporting and analysis, and special projects that support the division’s key priorities in alignment with the strategic plan including policies and associated guidance.

The Coordinator, Transition Support will be part of a team charged with driving the strategic work that continues to push the District toward our goal of preparing all our students with disabilities for postsecondary success. The Coordinator will play an integral role in monitoring for compliance within the school system, supporting the implementation of professional development experiences for special education teachers, and proactively communicating with school staff to ensure they have the information they need to achieve their goals.

This position has been designated as Protection Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying protection sensitive positions are subject to the following checks and tests:
Criminal background check;
Sex Offender Registry check;
Traffic record check (as applicable).

The Coordinator, Transition Support will report to the Manager, Transition.

Essential Duties and Responsibilities

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

• Assists with the completion of state compliance and DC CATS reviews.
• Supports the management of the Transition team’s internal monitoring activities.
• Supports the program manager with all state compliance monitoring activities and reports.
• Assists the Transition team with various special projects as needed.
• Coordinates or implements several small or medium-sized projects, or components of a larger project.
• Communicates with local schools about transition compliance requirements and corrective actions.
• Provide professional development and professional learning communities for school staff on federal and state transition requirements.
• Communicates with local schools about the packet submission and eligibility status of students who have been referred to the Rehabilitative Services Administration (RSA).
• Tracks and reports progress of projects through use of various database programs and tools.
• Determines nature of obstacles and best DCPS staff to resolve; and tracks and follows up until issue is…