<p>General Description: Franklin Public Schools, a Prek-12 district, is seeking a skilled and experienced Transition Coordinator at the secondary level. The Transition Coordinator will teach the ACHIEVE 18-22 program. The Transition Coordinator will also offer transitional and/or vocational counseling to help students with disabilities achieve their academic or career goals which may include continuing their education, finding a job, or living independently after graduation. The Transition Coordinator may also teach a transition, life skills, executive functioning, or personal finance class. Key Duties and Responsibilities: Transition Responsibilities:</p> <ul> <li>Provide small group and individual academic instruction to students in the Achieve 18 - 22 Program, a transition program is designed to meet the needs of students with intellectual and/or developmental disabilities who have attended public high school, and have passed the MCAS or a student that has not passed MCAS but are able to work on functional academics or at an internship with moderate support that will gradually fade. </li><li>Assist the Assistant Director Special Education-Secondary Level to develop, implement, and monitor a district-wide plan to provide appropriate and effective transition services. </li><li>Conduct informal and formal transition assessments and/or monitor the administration of transition assessments administered by school staff to identify strengths, needs, preferences, and interests. </li><li>Counsels or works with staff who counsel students with disabilities regarding transition assessment results and postsecondary goals related to education/training, employment, and independent living if appropriate </li><li>Provide professional development and technical assistance on transition service requirements and the appropriate implementation by campus staff </li><li>Create opportunities for travel training </li><li>Act as the transition contact person for administrators, teachers, parents and community partners </li><li>Provide consultation to special education staff regarding transition opportunities for students served by special education </li><li>Collaborate with secondary staff in the preparation of the IEP and transition services </li><li>Attend IEP Meetings to assist in the development of transition services, as needed </li><li>Works collaboratively with state agency representatives and local vendors to provide information sessions for students and parents, conduct eligibility and application activities, and work to transition students from public school services and supports to adult services and supports. </li><li>Work collaboratively with school counselors and postsecondary education institutions to encourage students with disabilities to consider postsecondary education, make selections based on interests and preferences, and facilitate application activities to the institution and the </li><li>Office for Students with Disabilities that provide support to students with disabilities in postsecondary education. </li><li>Provide information and training for students regarding transition and self-determination </li><li>Work with school staff and district administrators to provide parent training and parent involvement activities that support transition for their child </li><li>Ensures transition services consider the impact and needs of children with disabilities related to multicultural and diversity issues </li><li>Conduct regular evaluations of transition services effectiveness and compliance </li></ul> <p>Work-Based Learning Responsibilities:</p> <ul> <li>Conduct community market analysis, work-based learning site development, and paid employment development for students with disabilities in work-based learning programs served by the special education department </li><li>Develop and monitor contracts for both paid and non-paid work-based learning sites in the community </li><li>Organize and schedule student and job coach assignments and transportation to and from work-based learning experiences </li><li>Meet with employers/employees at non-paid, work-based learning sites prior to placing students to establish a meaningful learning format, assessment process, collaborative support system </li><li>Record, collect, and analyze performance data on work-based learning sites to make data-driven decisions regarding instruction, re-teaching, support, and site </li><li>Other related duties as assigned by the Principal, Director of Student Services or their designee. Qualifications: </li><li>Bachelor's Degree required. </li><li>Appropriate Massachusetts DESE licensure in Moderate Special Needs </li><li>SEI Endorsement. </li><li>Transition Specialist Endorsement Certificate (preferred) </li><li>Three years teaching in special education at the secondary level </li><li>Secondary experience with the implementation of transition requirements in the secondary teacher role </li><li>Some experience in work-based learning and/or Career and Technology Education, is preferred </li><li>Must successfully pass Criminal Offender (CORI) background check and national fingerprinting screening (CHRI). </li></ul> <p>Bargaining Unit Agreements: We understand that our collective success depends on the robust exchange of ideas-an exchange that is best when the rich diversity of our perspectives, backgrounds, and experiences flourishes. To achieve this exchange, it is essential that all members of the FPS community feel secure and welcome, that the contributions of all individuals are respected, and that all voices are heard. We are committed to reflecting that diversity in our staff. We strive to have the most diverse applicant pool possible; to that end, we encourage individuals of all backgrounds to apply for any position at Franklin Public Schools. Franklin Public Schools is committed to maintaining an environment that is free from discrimination and harassment in accordance with state and federal law, including based on age, race, color, religion, national origin, pregnancy, pregnancy-related status, gender identity, sexual orientation, sexual harassment, veteran status, political affiliation, genetic information and/or disability.</p>