<p>REPORTS TO: Post-Graduate Transition Program Director</p> <p>High Quality Community Based Transition Postsecondary Program is designed for students with disabilities age 18-22 to ensure students have an extension to innovative community resources and services beyond K-12 education that will enhance their adult life. This new post-secondary transition program for students with disabilities will have a selection process given entrance criteria. Student admissions into this program will be through the IEP Team process which includes recommendations from teachers, families, outside agencies, and administrators. Targeted transition goals and the student's post-secondary vision will identify innovative individualized goals, and self-determination skills that promote independence and success. The prerequisite of the selection process will include only students ages (18-22) who have completed four years of high school and have completed the Massachusetts Comprehensive Assessment System /Alternate Assessment (MCAS- Alt ) portfolios.</p> <p>This program will promote inclusive vocational opportunities that embrace a range of community based experiences at its core. The focus of the program is to develop skills that will enable each student to live as independently as possible, pursue further education, vocational training, and essential career skill building learning in order to maintain employment. The Community Field Coordinator (Postsecondary Transition Program) provides assistance to the Teachers, Post-Graduate Transition Program Director and /or other school personnel in the delivery of quality transition services in community and school settings to students with disabilities. The position works under the direction of the Post-Graduate Transition Program Director and assists with record keeping, safety monitoring and skills checklists. Under the direction of the Post-Graduate Transition Program Director, the Community Field Coordinator (Postsecondary Transition Program) provides community and work based instruction and supports Post Graduate Transition Teachers instruction when needed.</p> <p>Job Responsibilities:</p> <ul> <li>Responsible for assisting in preparation and inventory of instructional materials and the setting-up, operating and maintenance of various classroom and program learning tools and equipment. </li><li>Responsible for providing transition related support to students in a variety of community, educational and classroom settings in order for them to safely and appropriately access their environments. </li><li>Responsible for providing employment related training and instruction under the direction of the Transition Specialist to students through job coaching. </li><li>Available to support the student with career services such as resume writing, mock interviews and understanding job descriptions. </li><li>Responsible for assisting the Transition Specialists in identifying student's interests and in implementing an individualized weekly schedule. </li><li>Responsible for participating and contributing to daily, weekly, monthly and long-range planning with the Transition Specialist for instructional and vocational activities. </li><li>Responsible for maintaining student confidentiality. </li><li>Responsible for assisting Transition Specialist during the work day in maintaining open communication both verbal and written with students, families, staff, community sites and others in a timely fashion under the supervision of the Transition Specialist. </li><li>Responsible for contributing to a welcoming and open atmosphere so that all students will have the opportunity to grow and develop to their full potential. </li><li>Responsible for implementing district, and school-wide policies and procedures and individual behavior plans. </li><li>Responsible for participating in non-violent crisis intervention training within the first 3 years of employment. </li><li>Responsible for maintaining record keeping and paperwork which might include attendance, data on IEP goals, daily tracking forms, and other forms needed for the Transition Program, as directed by the Transition Specialist. </li><li>Available to join IEP meetings either in person or on zoom to share any information about the students progress, work based learning plan, educational and vocational experiences and goals/plans for the future and how to implement a plan to achieve them. </li><li>Responsible for assisting students with travel training, to eventually fade into the student traveling independently. </li><li>Responsible for attending and actively participating in Transition Program meetings per contract. </li><li>Responsible for promoting students greater independence in community settings in a safe manner, using fading techniques as appropriate under the direction of the Transition Specialist. </li><li>Responsible for other job-related duties as assigned. </li><li>Availability required for holiday, school vacation breaks and non traditional school days for flexibility for the students' various schedules. </li></ul> <p>REQUIRED QUALIFICATIONS:</p> <ul> <li>48 undergraduate college credits or meeting or exceeding the State-determined score on the ParaPro Assessment or the Work Keys Assessment. </li><li>Must have a valid driver's license and vehicle (will be reimbursed for work related mileage). </li></ul> <p>PREFERRED QUALIFICATIONS:</p> <ul> <li>Experience working in life skills programs for students with moderate to severe disabilities. </li><li>Preference given to candidates with experience in community instruction and/or disability rehabilitation services. </li><li>Non-violent crisis intervention training </li></ul> <p>SALARY: BTU CFC</p> <p>WORK YEAR: 183 days with flexible schedule around worksite and college campus calendars</p> <p>WORK DAY: Must be willing to work a non-traditional school day with flexible hours to mirror the</p> <p>needs of the community based programming. Will not be subject to the contractual requirements given the unique student programming. This position will typically work a 7 hour day.</p>