Transition Coordinator

As a Transition Coordinator with The Menta Education Group, you will prepare students aged 14-22 to embrace life after school in a behavioral, emotional and social capacity. You will bridge the critical gap between school and adult life by implementing an "outside-the-school-walls" mindset that centers on fostering student independence, building robust community networks and navigating the real world. Yuma, AZ. General Staff Hours 8:00 a.m. to 3:30 p.m. Monday-Friday. Occasional Responsibilities beyond work hours. \n Responsibilities Student Support, Coaching & Self-Advocacy Supervision & Behavioral Management: Supervise students in groups and individually, monitoring behavior to ensure alignment with programmatic expectations. Student Counseling: Counsel students on personal, social, behavioral, or academic issues affecting their educational progress. Person-Centered Planning: Ensure every student actively leads or participates in their own Individualized Education Program (IEP) transition meetings. Utilize assistive technology, visual choice boards or person-centered tools to provide a voice for students with limited or non-verbal communication. Goal Realism & Guidance: Manage complex dynamics where a student's post-secondary dream conflicts with parental wishes or current skill realities. Apply strategies like "failing safely" (e.g., career-testing, job shadowing and temporary classes) alongside stepping-stone goals to gently navigate reality without crushing student ambition. Compliance, Data, & Transition Assessments Student Evaluations: Evaluate individual student abilities, interests and personality characteristics using tests, records, interviews and professional sources. Multi-Faceted Assessment: Administer age-appropriate formal and informal transition assessments evaluating independent living, travel/transit skills, and actual work behaviors to formulate compliant, measurable post-secondary goals. IDEA Compliance: Apply strong knowledge of Individualized Education Act (IDEA) transition mandates to draft audited, highly scrutinized goals and dynamically pivot plans based on assessment data. Rigorous Progress Tracking: Utilize robust organizational systems such as digital tracking tools, rubric-based feedback from job coaches, and student self-monitoring checklists to track and document progress when students are off-campus at work-based learning sites. Collaboration, Networking & Program Development Community Site Development: Develop and maintain strong relationships with community sites, public transit systems, and external agencies. Work-Based Opportunities: Develop work-study programs, internships, and volunteer opportunities for students to gain competitive experience while completing their high school curriculum. Agency Connections: Manage the "Service Cliff" by facilitating warm handovers introducing families directly to agency contacts and connecting students with Vocational Rehabilitation (VR), Pre-Employment Transition Services (Pre-ETS), and developmental disability boards. Business Empathy & Partnerships: Proactively engage local business owners, pitching inclusive hiring benefits and demonstrating how a transitioning student adds tangible value to their workforce. Workplace Intervention & Crisis Management Workplace Learning Labs: Safely intervene when work-based placements experience friction, behavioral incidents, or employer misunderstandings. Student Independence Coaching: Use workplace mistakes as a live curriculum, coaching students on how to navigate portals, look up records, request legal accommodations,and repair professional relationships independently rather than filling out paperwork for them. Qualifications Education: Bachelor’s Degree strongly preferred. Background in education or social work preferred. Regulatory Knowledge: Demonstrate deep, compliance-centered knowledge of transitioning students as per the Individuals with Disabilities Education Act (IDEA) mandates. Transition & Coaching Experience: Documented knowledge and/or experience placing and coaching students in jobs, as well as assisting them in transitioning to college, career, and independent life. Systemic Mindset: Demonstrated ability to constantly focus on the "real world," utilizing community agency networks, public transit routes, and outer-community resources. Behavioral & Performance Knowledge: Knowledge of human behavior, performance, and specific student needs (e.g., Autism Spectrum Disorder, ADHD). Professional Soft Skills: High level of professionalism, strong decision-making skills, and the ability to communicate calmly, transparently, and effectively in writing across varied audiences, including resistant families, school teams, and litigious stakeholders. This job description is not intended to be all-inclusive, and the employee shall perform other reasonably related school duties as assigned by administrators. This organization reserves the right to revise or change job duties and responsibilities as the need arises. This job description does not constitute a written or implied contract of employment. Compensation & Benefits In accordance with the Pay Transparency amendment to the Illinois Equal Pay Act of 2003, information about pay ranges and employee benefits can be found at the following links: Compensation Information: Salary Range $45,000 to $75,000 annually Our benefits package includes comprehensive medical, dental, and vision insurance; paid time off (PTO); and a 403(b) retirement plan with an employer match. For more information visit: \n $45,000 - $75,000 a year \n Menta Academy Yuma Menta Academy Yuma (MAY) is committed to the student with exceptional needs, their families, and our community. Our thoroughgoing pledge and fundamental purpose is to provide a learning environment which will enable the optimal development of each child. “We will never give up”. MAY is partnering with Yuma County Schools to provide an educational model using the Universal Design for Learning (UDL) framework. This provides flexible methods, materials, and assessments to assist teachers in differentiating instruction to meet the needs of all of the students we serve. Our curriculum is rigorous, relevant, and reflective. The needs of each student are mapped with the Common Core Learning Standards, providing the teachers with valuable information about the students curriculum strengths and areas that require support for continuous growth and improvement. Our highly qualified staff is actively engaged in each students learning using Expanded Menta Method, Structured Teaching Model, Blended-Learning, and so much more. This approach comes from three ideals serving as the foundation of the Menta philosophy… college, career, and citizenship ready. Students Served: PK-21 Professional Associations and/or Partnerships The Menta Education Group affiliates are members/partners with CEC, CASE, Autism Speaks, ASBA, AAPSEC, AASA, CCSSO, SEAA, ASCD, and many more associations that focus on the education of children with disabilities. Equal Opportunity Employer The Menta Education Group (“Menta”) is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, creed, sex (including sex stereotypes, sex characteristics, gender identity and gender expression), color, national origin, religion, age, pregnancy or related conditions, veteran status, sexual orientation, disability or any other basis protected under federal, state or local law. Any individual needing assistance in making an application for any opening should contact Menta’s office.