HS TAP Coordinator

Job Description

Job Description

Title: Transition Alliance Program (TAP) Coordinator

Location: Clear Creek Amana High School (Tiffin, IA)

Reports To: High School Building Principal/Executive Director of Special Services

Job Summary: The Transition Alliance Program (TAP) is a program for youth with disabilities centered around the goal of obtaining competitive integrated employment for eligible youth. The TAP coordinator is responsible for the planning and coordination of vocational services provided to high school students and young adults with disabilities. The Coordinator will assist in providing comprehensive services for youth year-round, including Summer programming. The activities are centered in the following areas: employment related counseling & guidance, assessment, instruction, job development and placement activities; development of apprenticeships and community based work experiences; use of labor market information; collaboration with Vocational Rehabilitation, teachers, parents, school personnel and adult service providers; development of transition plans in coordination of IEPs and VR employment plans; assistance with employment skill building based on individual student needs; maintenance of case records and reports, including services provided until the individual reaches age 25.

Job Responsibilities

• Work with local employers to develop, coordinate, and maintain work opportunities for students such as: internships, summer employment, paid/unpaid work experiences.
• Conduct oneself as a collaborative team member along with other district employees.
• Maintain a positive relationship with administrators, education staff, students, parents, and community members/groups.
• Develop, implement, and monitor individualized employment plans that align with students' Individualized Education Programs (IEPs), transition goals, and vocational objectives.
• Build and maintain collaborative partnerships with employers, business partners, IVRS counselors, educators, administrators, parents/guardians, community agencies, and other stakeholders to support successful student employment outcomes.
• Transport students to and from job shadows, community service activities, work sites, and other transition-related experiences, providing on-site job training, coaching, and support as needed.
• Provide individualized employment support through workplace interventions, positive reinforcement, natural support development, resume writing, mock interviews, work readiness instruction, job coaching, and employment retention strategies.
• Assist students in developing self-advocacy, interpersonal, communication, self-esteem, self-discipline, problem-solving, and independent living skills necessary for successful employment.
• Engage in ongoing professional development activities that promote role and/or district goals to support continuous improvement.
• Follow district guidelines for safety
• Collect, maintain, and analyze student performance data using proficiency scales, observational assessments, employer feedback, case notes, and required documentation within the IVRS IRSS system to monitor progress and support decision-making.
• Maintain accurate, timely, and complete records, including quarterly reports, Local School Plan contributions, monthly TAP newsletters, student documentation, and all required program records.
• Collaborate with the TAP Job Coach, IVRS staff, and special education teachers to ensure coordinated services and successful student participation in community employment opportunities.
• Promote positive relationships and advocate for the inclusion and successful employment of individuals with disabilities within the workplace and community.
• Ensure program implementation complies with TAP contract requirements, district policies, Board procedures, and applicable federal and state regulations while maintaining confidentiality of student information.
• Demonstrate professionalism, fiscal responsibility, accountability for equipment and materials, and effective communication in all interactions.
• Work independently with strong organizational, time management, flexibility, and problem-solving skills to prioritize tasks, meet deadlines, and respond to changing program needs.
• Maintain regular attendance and be available to work evenings, weekends, summer hours, and other flexible schedules as required.
• Perform other duties as assigned.

PREPARATION, EXPERIENCE, SKILLS

• 2 year degree preferred, preferably in Human Services, Social Work or Education
• Must have valid Iowa Driver's License
• A driving record satisfactory to the District and the District's insurance carrier
• Experience working with youth ages 14-25
• Enjoy working with students with disabilities
• Ability to collaborate effectively with school and business staff
• Willingness to assume responsibility and take initiative both at businesses and within the schools
• Good oral and written communication skills
• Capable of effectively training and supervising students/adults ranging in age from 14-25 in off-campus job sites
• Experience with basic technology

CLASSIFICATION:

• Non-Administrative Meet and Confer
• Full-time; Eight (8) hours per day
• 206-day contract - Summer work is anticipated to be up to 20-30 hours per week on average.

ESSENTIAL FUNCTIONS: To perform essential functions successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential functions.

PHYSICAL DEMANDS : The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; talk and hear. The employee frequently must squat, stoop or kneel, reach above the head and forward 0 to 24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job. The employee must frequently lift and/or move up to 50 pounds 0 to 12 feet and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc.

WORKING ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.The noise level in the work environment is usually quiet. The position requires the commitment of professional working hours that may require the employee to extend beyond a typical 8:00 a.m. to 4:00 p.m. workday. The employee will frequently work in different areas of the classroom including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, etc. The employee will usually work in indoor temperatures but will work outdoors when supervising students outside of the classroom. The information contained in this job description is in compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual holding this position and additional duties may be assigned. The Clear Creek Amana Community School District is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.