Transition Program Coordinator

Commonwealth of Massachusetts•Boston, MA

14d•Onsite

About The Position

The Massachusetts Department of Developmental Services (DDS) is dedicated to creating, in partnership with others, innovative and genuine opportunities for individuals with disabilities to participate fully and meaningfully in, and contribute to, their communities as valued members. The DDS Central office Operations team is looking for a hands-on, dedicated person to fill the role of the Transition Program Coordinator. The role reports to the Director of Community Life and Engagement and provides statewide program coordination, operational oversight, data management, and technical assistance for the Chapter 688 Turning 22 process, the DDS DESE Program, Family Support Services, and other strategic initiatives as assigned. The position collaborates extensively with DDS Central Office, Regional and Area Office staff, educational partners, families, and community stakeholders to ensure consistent implementation of transition-related policies, procedures, and services. Coordinates and monitors program activities to ensure compliance with applicable state regulations, DDS policies, and program requirements. Assists with the development, implementation, and evaluation of program processes, procedures, and performance measures to support quality service delivery and continuous improvement efforts. The ideal candidate serves as a primary coordinator for the Chapter 688 Turning 22 process by maintaining and monitoring statewide transition data, reviewing and approving Chapter 688 documentation, managing annual graduating class projections, and ensuring the accuracy and integrity of information maintained within the DDS HUB system, analyzes data trends, prepares reports, and assists leadership with forecasting, planning, and annual budget development related to transition services. They will provide statewide technical assistance, guidance, and training to Regional and Area Office staff regarding Individual Transition Plans (ITPs), Chapter 688 requirements, Gold Form completion, and related transition processes. They will facilitate communication among DDS staff and external partners to promote consistency, accuracy, and timely completion of transition activities.

Requirements

Knowledge of Massachusetts special education laws, regulations, policies, procedures, and transition planning processes, including Individualized Education Programs (IEPs) and related educational services.
Knowledge of Chapter 688, Turning 22 requirements, and service transition processes for individuals moving from educational services to adult supports.
Knowledge of programs, services, and supports available to individuals with intellectual and developmental disabilities, autism spectrum disorder, and other disabilities.
Knowledge of program coordination, data management, reporting, and administrative practices.
Knowledge of the principles and methods used in preparing reports, charts, graphs, tables, and other data presentation tools.
Knowledge of Microsoft Office applications and the ability to learn and utilize program-specific databases, information systems, and technology platforms.
Ability to interpret, apply, and explain laws, regulations, policies, procedures, and program requirements.
Ability to analyze data, identify trends, evaluate information, draw conclusions, and make sound recommendations.
Ability to coordinate multiple projects, priorities, and deadlines while maintaining attention to detail and accuracy.
Ability to prepare clear, concise, and effective written communications, reports, guidance materials, and correspondence.
Ability to communicate effectively and professionally with individuals, families, school personnel, service providers, DDS staff, and other stakeholders.
Ability to develop and deliver training, technical assistance, and informational presentations to diverse audiences.
Ability to establish and maintain effective working relationships with internal and external stakeholders.
Ability to exercise sound judgment, initiative, and problem-solving skills in addressing programmatic and operational issues.
Ability to adapt to changing priorities, regulations, and program requirements.
Ability to exercise discretion and maintain confidentiality when handling sensitive or protected information.
Ability to work independently and collaboratively as part of a team to achieve program objectives.
Four years of full-time, or equivalent part-time, professional, administrative or managerial experience in business administration, business management or public administration the major duties of which involved program management, program administration, program coordination, program planning and/or program analysis.
At least one year of supervisory experience.
A Bachelor's degree with a major in business administration, business management or public administration may be substituted for a maximum of two years of the required experience.
A Graduate degree with a major in business administration, business management or public administration may be substituted for a maximum of three years of the required experience.
A Bachelor's or higher degree with a major other than in business administration, business management or public administration may be substituted for a maximum of one year of the required experience.

Nice To Haves

Knowledge of DDS organizational structure, operations, policies, procedures, and service delivery systems related to transition-age youth, family support services, and community-based programs.
Knowledge of DDS eligibility determination processes, Individual Transition Plan (ITP) requirements, service planning activities, and statewide transition initiatives.
Knowledge of DDS HUB functionality, Chapter 688 Gold Form processing, EOHHS Virtual Gateway applications, SharePoint, and other information systems utilized to support program operations and reporting.
Knowledge of DDS budgeting, forecasting, and resource planning processes associated with the Turning 22 population and transition services.
Knowledge of statewide Family Support Services, DDS DESE Program operations, and available community resources for individuals with intellectual and developmental disabilities and their families.
Knowledge of inter-agency relationships and collaborative processes involving DDS, DESE, school districts, family support centers, service providers, and other state agencies.
Ability to independently coordinate and monitor statewide transition, educational, and family support initiatives.
Ability to provide technical assistance, consultation, and training to DDS staff and external stakeholders regarding transition planning, educational services, and family support programs.
Ability to represent DDS on work groups, committees, and interagency initiatives and effectively communicate program goals, requirements, and expectations.
Ability to exercise increasing independence, initiative, and judgment in the coordination and administration of assigned statewide programs.

Responsibilities

Coordinates and supports the statewide administration of the Chapter 688 Turning 22 process, ensuring compliance with statutory requirements, DDS policies, and established timelines.
Maintains, monitors, and analyzes Chapter 688 and Turning 22 data within the EOHHS Virtual Gateway and DDS HUB systems to support program planning, forecasting, reporting, and budget development.
Reviews, edits, processes, and enters Chapter 688 "Gold Forms" and related documentation, ensuring the accuracy and completeness of eligibility determinations, referral information, and school exit data.
Reviews Individual Transition Plans (ITPs) for compliance with DDS requirements and coordinates final approval, documentation, communication, and record maintenance activities.
Develops, maintains, and distributes statewide Turning 22 reports and data to Regional and Area Offices to support planning, data validation, and service coordination efforts.
Provides technical assistance, guidance, and training to DDS staff regarding Chapter 688 requirements, transition planning, Gold Form completion, Individual Transition Plans, and HUB functionality.
Assists with annual Turning 22 budget development by preparing reports, maintaining data, identifying trends, and supporting resource planning activities.
Collaborates with Information Technology staff regarding system enhancements, troubleshooting, reporting needs, and process improvements related to Chapter 688, DESE, and Family Support program operations.
Coordinates educational transition initiatives and provides programmatic support for the DDS DESE Program, including training, resource development, stakeholder communication, and special projects.
Develops and delivers guidance, training, and technical assistance regarding special education services, transition planning, transportation, Individualized Education Programs (IEPs), and related educational resources.
Assists in the development, implementation, evaluation, and continuous improvement of DESE Program tools, assessments, forms, communication resources, and program materials.
Supports Family Support Services initiatives through program coordination, data management, training activities, stakeholder engagement, resource development, and project support.
Maintains and updates program forms, guidance documents, SharePoint resources, outreach materials, and informational publications to support program operations and communication.
Collaborates with DDS Central Office staff, Regional and Area Offices, school districts, Family Support Centers, service providers, families, and community partners to address program needs and support successful transition and family support outcomes.
Participates in statewide workgroups, committees, and interagency initiatives related to transition services, education, family support, and community engagement.
Assists with the development and revision of policies, procedures, guidance documents, and operational processes to improve program effectiveness and service delivery.
Identifies opportunities for process improvements, operational efficiencies, and enhanced data integrity and assists with implementing solutions.
Responds to inquiries from DDS staff, families, school districts, providers, and community stakeholders regarding assigned programs and services.
Performs other duties, special projects, and assignments as directed by the Director of Community Life and Engagement.