District CST/Special Education Transition Coordinator

I. TITLE

• District CST / Special Education Transition Coordinator

II. PRIMARY FUNCTION

• The District CST / Special Education Transition Coordinator will oversee the development and implementation of transition services for students with disabilities within the K-12 school district. This role involves collaborating with various stakeholders to facilitate successful post-school outcomes for students, including self-awareness, self-advocacy, personal and social skills, career awareness, knowledge of post-secondary education and training options, and connections to community resources.
• The District CST / Special Education Transition Coordinator serves as a member of the child study team and has responsibilities that include, case management, consulting with teachers concerning students with learning difficulties, conducting evaluations for potentially classifiable students, and developing, recommending, and evaluating programs for students with learning problems.

III. REPORTS TO:

• Assistant Superintendent for Pupil Special Services / Principal(s) / Supervisor of Pupil Special Services

IV. QUALIFICATIONS:

• Must hold NJ certificate as a School Social Worker, School Psychologist, or Learning Disabilities Teacher Consultant.
• Minimum of three (3) years’ experience as a Child Study Team member, preferred.
• Work Based Learning Coordinator certification preferred or willingness to be trained.
• Experience in developing community-based learning environments.
• Knowledge in transition planning and development of post-secondary goals.
• Has demonstrated ability in working with students in the areas of self-awareness, self-advocacy, personal and social skills, career awareness, and exploration of post-secondary options.
• Demonstrates effective problem-solving, communications, organization, planning, record-keeping, and human relations skills.
• Such other qualifications of academic, professional, and personal excellence as the Edison Township Board of Education may specify.

V. MAJOR DUTIES AND RESPONSIBILITIES:

• Develop and oversee transition services for students with disabilities in collaboration with school staff, administrators, and community partners.
• Stay up to date with best practices in maintaining accurate records and documentation of transition services provided to students, including IEP documentation and progress reports. Turn-key best practices to CST.
• Attend IEP meetings, when appropriate.
• Provide counseling about opportunities for enrollment in comprehensive transition or postsecondary educational programs at institutions of higher education
• Conduct transition planning meetings with students and their families to develop post-school transition plans.
• Provide instruction in self-advocacy.
• Conduct/facilitate Person Centered Planning meetings, create/ensure that students have individualized plans. Stay up to date with best practices in PCAST.
• Conduct/coordinate vocational assessments for students aged 14-21, ensuring individualized vocational goals and objectives are developed.
• Promote job exploration counseling and serve as a liaison between the school district, community agencies, and employers to create opportunities for students with disabilities.
• Assist the school district administration by defining needs, developing plans, establishing goals and formulating policies and procedures for program development.
• Establish WBL placements and opportunities that align to student career interest. Disseminate information on WBL programs to employers, parents, teachers, students, counselors, etc. Coordinate student WBL experiences. Assist with career development of students through career clusters, extended learning opportunities and employability skills.
• Collaborate with the Division of Vocational Rehabilitation Services, DDD, Perform Care, NJCILs, and other relevant agencies to support students' transition to post-secondary education, employment, and independent living.
• Facilitate parent education and involvement in transition planning through formal and informational meetings and sharing of resources.
• Stay informed about best practices and emerging trends in transition services for students with disabilities.
• Conduct evaluations for potentially classifiable students.
• Develop, recommend and evaluate programs for students with learning problems with priority given to providing services for students in special education classes/programs.
• Consult with classroom teachers regarding any child in the classroom.
• Confer with parents, when necessary, together with the teachers/administrators and other professional personnel with regard to student problems.
• Participate in child study team conferences, i.e., interdisciplinary sharing of data, as well as conferences with parents and school personnel.
• Assist in the preparation of an Individual Education Program for classified students.
• Case Management of students in special education programs with transitional components
• Performs such other duties as may be assigned by the Superintendent or designee.

VI. TERMS OF EMPLOYMENT

• September 1 to June 30 and in accordance with the provisions of the BOE/ETEA contract