Transition Specialist

Chicago Public Schools•Chicago, IL

1d•Onsite

About The Position

Chicago Public Schools (CPS) is a district on the rise, serving over 325,000 students in 500+ schools and employing over 45,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. Aligned with our transformed philosophy, we are steadfastly focused on ensuring that the District provides resources equitably to support every student, every school, and every community. Six core values guide the work we do every day for our students – student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. Each role in the district supports our vision that every student deserves a rigorous, joyful, and equitable learning experience. The Office for Student with Disabilities is responsible for student evaluations, creating and monitoring Individualized Education Programs (IEPs), and working with schools, staff, and families to fulfill these plans toward greater student development and achievement. OSD uses a data-driven approach to best support the needs of each individual student and does so in compliance with federal and state regulations regarding special education, including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973. Reporting to the Director of Academic Access, the Transition Specialist will be responsible for supporting the implementation, expansion and monitoring the successful execution of transition services for students with disabilities, including but not limited to planning for transition to post-secondary independence and designing thoughtful transitions between grades. The Transition Specialist will implement coordinated activities to support students with disabilities in their transition to successful outcomes in post-secondary employment, education, training, independent living, and community involvement through collaboration with school personnel, students, families, community partners, post-school service providers, governmental agencies, and employers. This is a full-time, exempt position that will be paid for hours worked on a salary basis.

Requirements

Bachelor’s degree in Education, Rehabilitation Services, Counseling, or related field from an accredited college or university, required
Minimum of three (3) years educational work and/or social service experience is required
Extensive experience in developing and delivering professional training related to school-to-career initiatives, comprehensive support processes, special education issues, and/or teaching and learning
Strong knowledge of regulations and procedures stipulated in IDEA, with emphasis on transition planning and IEP compliance
Knowledge of regulations and procedures stipulated in ADA with emphasis on Section 504 and high school to college differences
Knowledge of vocational and other transition assessment techniques
Knowledge of strategies for developing, coordinating, and maintaining community-based work training programs
Knowledge of federal, state, and local child labor laws
Excellent verbal and written communication skills
Ability to build collaborative relationships and work effectively with a variety of constituent groups from diverse backgrounds, including both internal and external stakeholders and agencies, students, parents, and school staff, to cultivate an atmosphere of cultural responsiveness, respect, and teamwork
Capable of promoting and encouraging parental involvement and participation in the transition process
Ability to define problems, analyze data, and outline valid conclusions and action steps; capable of utilizing various software programs and data tracking systems for project and program efficiency

Nice To Haves

Valid teaching certificate/Professional Educator’s License (PEL) issued by the Illinois State Board of Education (ISBE) with LBSI and LBS-II Transition Specialist endorsements, preferred
Master’s degree in Transition Special Education or Rehabilitation Counseling and/or related graduate certification, preferred
Experience working with students with disabilities is preferred
Bilingual fluency in English and Spanish, and/or American Sign Language, preferred

Responsibilities

Vital administrative tasks that directly support our students and connects them to an agency
Facilitate the intake of DRS referrals
Oversee the upkeep of our applicant data tracker to ensure comprehensive record-keeping
Adhere to required yearly application numbers set by DHS
Collaborate with DHS counselors and personnel to ensure effective support for the DRS process
Provide essential guidance to families and students on how to connect with DHS and begin their DRS referral journey
Support schools through providing guidance, technical assistance, and leading professional development sessions for school staff in areas including but not limited to: Maintain a focus on inclusive practices
Promote increased awareness and accessibility to district-wide programs and/or services encouraging participation in activities supporting the three areas of transition: post-secondary employment, post-secondary education and/or training, and independent living skills training
Support schools in the effective implementation and facilitation of structures promoting student, school and family involvement with agencies, their events, and services available
Participate in the implementation of post-secondary-related grants, including accurate data collection, providing information to students, families, and school staff regarding new transition opportunities, and sharing relevant information across OSD in support of future grant opportunities
Collaborate with Transition team colleagues in planning activities and events to increase post-secondary options for students such as career fairs, transition fairs, high school fairs, and job shadow days; recruit and support participants in the successful execution of these events
Collaborate with community partners, including city and state agencies, community agencies, post-school service providers, university partners, and other organizations to identify new or additional school and community-based transition supports that may benefit CPS students
Ensure students, families and school personnel are provided with ongoing access to accurate, relevant resources and information regarding topics such as community living, employment and post-secondary education/training. Support schools in the effective implementation and facilitation of structures promoting student, school and family involvement in agency support and services
Support schools in work on state-level monitoring, completion of required audits, and all aspects of compliance with ISBE indicators 13 and 14:
Collect data for audits, review of post-school activities, and submission of compiled information to ISBE upon completion
Assist school staff with remediating or correcting transition plans and IEPs to bring them into compliance with the ISBE rubric
Support schools selected for audits in contacting students 1-year post-graduation to conduct surveys, obtain and record information regarding their current activities surrounding post-secondary education, employment and independent living
Promote increased awareness and accessibility to district-wide programs and/or services encourage participation in activities supporting the three areas of transition: post-secondary employment, post-secondary education and/or training, and independent living skills training
Other duties as assigned