Transition Specialist

Transition Specialist

Reporting to the OSD Manager of Transition Supports, 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. The Transition Specialist will be held accountable for the following responsibilities:

• Vital administrative tasks that directly support our students and connects them to an agency
• Facilitating the intake of DRS referrals
• Overseeing the upkeep of our applicant data tracker to ensure comprehensive record-keeping
• Adhering to required yearly application numbers set by DHS
• Collaborating with DHS counselors and personnel to ensure effective support for the DRS process
• Providing 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:
• Maintaining 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
• Supports schools in work on state-level monitoring, completion of required audits, and all aspects of compliance with ISBE indicators 13 and 14, for example: Collection of data for audits, review of post-school activities, and submission of compiled information to ISBE upon completion
• Assisting school staff with remediating or correcting transition plans and IEPs to bring them into compliance with the ISBE rubric
• Supporting 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 & independent living
• 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
• Other duties as assigned

In order to be successful and achieve the above responsibilities, the Transition Specialist must possess the following qualifications:

• Education Required: Bachelor's degree in Education, Rehabilitation Services, Counseling, or related field from an accredited college or university, required
• 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, required
• Master's degree in Transition Special Education or Rehabilitation Counseling and/or related graduate certification, preferred
• Experience Required: Minimum of three (3) years educational work experience is required
• Experience working with students with disabilities is preferred
• 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
• Other Requirements: Bilingual fluency in English and Spanish, and/or American Sign Language, preferred
• Knowledge, Skills, and Abilities: Strong knowledge of regulations and procedures stipulated in IDEA, with emphasis on transition planning and IEP compliance
• Strong Knowledge of regulations and procedures stipulated in ADA with emphasis on Section 504 and highschool to college differences
• 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

Benefits: Health & Wellness: Your Care, Your Choice CPS is committed to providing comprehensive health coverage to our employees and their eligible dependents. You'll have access to a variety of choices to best fit your needs: Medical Plan Options Pharmacy Dental Vision Behavioral Health & EAP Employee Wellness Program Financial Security: Planning for Today and Tomorrow We understand the importance of financial stability, which is why CPS offers strong retirement and savings options: Basic Life Insurance Life and Disability Insurance Pension Plans Supplemental Retirement Plans (403(b) and 457(b)) Flexible Spending Accounts (FSAs) Spot Pet Insurance Work-Life Balance: Supporting Your Personal and Professional Life CPS values the well-being of its employees and offers competitive paid time off policies: Paid Leave Sick Leave Vacation Days Parental Leaves Short-Term Disability Religious Holidays Leaves Reference the Chicago Public Schools: A Comprehensive Benefits Overview or the benefits handbook for comprehensive details.

Conditions of Employment As a condition of employment with the Chicago Public Schools (CPS), employees are required to: Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions; however, all CPS employees must be residents of Illinois.