Transition Specialist - Chicago Public Schools : Job Details

Chicago Public Schools (CPS) is a district on the rise, serving over 320,000 students in 500+ schools and employing over 44,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments student-centered, whole child, equity, academic excellence, community partnership, and continuous learning.

The Office for Student with Disabilities is responsible for student evaluations, creating and monitoring Individualized Education Programs (IEPs), and working with schools, staff, and families to fulfill these plans toward greater student development and achievement. OSD uses a data-driven approach to best support the needs of each individual student and does so in compliance with federal and state regulations regarding special education, including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973.

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.

This position 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, this position 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

Bilingual fluency in English and Spanish, and/or American Sign Language, preferred

Knowledge, Skills, and Abilities. Do not include experience in this section:

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 high school 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

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.