TRANSITION COUNSELOR-SCHOOL

POSTED ON 1/8/2021 CLOSED ON 3/14/2021
LITTLE CITY FOUNDATION Hired Organization Address Palatine, IL Full Time

Job Posting for TRANSITION COUNSELOR-SCHOOL at LITTLE CITY FOUNDATION

Job Details

Level:    Experienced
Job Location:    Main Campus - Therapeutic Day School - Palatine, IL
Position Type:    Full-Time/Part-Time
Education Level:    Master's|PELor LCPC or LBS1with 3yrs Exp
Salary Range:    Undisclosed
Job Shift:    Monday - Friday Business Hours
Job Category:    Nonprofit - Social Services

Description

IMPORTANT: During the coronavirus COVID-19 pandemic we will remain open and continue hiring since we are an essential service provider as a Human Service Organization.

HOW TO APPLY:

Please visit our website for this & other positions >>> www.littlecity.org/careers

PURPOSE:
To best prepare our transition aged students for post school programming by maximizing their potential and ability to gain the greatest level of individual independence. This will be done by assessing students’ life and vocational skills, planning appropriately ambitious programming that can be generalized across settings, reviewing and evaluating progress at regular intervals with an interdisciplinary team, and planning for continued growth. This person will also work closely with various departments and agencies, both internally and externally, including but not limited to CGH (Children’s Group Homes), Adult Residential, Adult Day Services, and local ISC (Individual Service Coordinator).

ESSENTIAL DUTIES AND RESPONSIBILITIES:


The list of essential duties and responsibilities, as outlined herein, is intended to be representative of the tasks to be performed. The omission of an essential function does not preclude management from assigning duties not listed herein if such duties are a logical assignment to the position.

  1. Insure appropriate IEP goals and transition plans are developed by the school and therapy team based on formal and informal assessment results that align with the social emotional learning standards incorporating the student’s present level of performance with regards to transition, the annual goal(s), and objectives/benchmarks to meet the annual goal(s).
  2. Participate in IEP meetings, and 3 year re-evaluations, as required throughout the school year for students of transition age and/or transitioning back into the least restrictive environment.
  3. Submit quarterly progress reports, plus an ESY report in a timely manner for distribution to school districts, case managers and parents/guardians.
  4. Track data on a weekly basis as means of accurately updating quarterly benchmarks related to assigned IEP goals at designated times.
  5. Ability to effectively interpret and communicate assessment and evaluation results related to transition and independence, and ability to clarify proposed interventions and supports required for greater independence in a manner easily understood by team members, the district, and parents
  6. Ability to use this information to collaborate with teams regarding possible transition related interventions when students are not making the expected progress at the rotating clinical meetings.
  7. In collaboration with the classroom teams and the related services therapy team, arrange for, develop and perform activities/materials that relate to IEP goals that can be carried over into the classroom or groups throughout the school year to ensure proper generalization of skills across settings.
  8. Provide and document direct (individual or group) and/or consult minutes as required on each student IEP on caseload throughout the school year. These will be done daily and then compiled on a monthly basis as to ensure the required minute requirements are met each month.
  9. Consult with, collaborate, and interact with school team regarding recommendations throughout the school year.
  10. Participate in all rotating classroom clinical meetings on caseload throughout the school year, in addition to attending any necessary bi-weekly clinical meetings upon invite or necessity throughout the school year.
  11. Conduct observations of potential students and assist with a smooth hand-over from intake.
  12. Compile information relevant to students exit as means of assisting with the creation of the exit portfolio for students transitioning out of the program to a more or less restrictive environment.
  13. Collaborate with lead teacher, school therapy and clinical coordinator and Principal to assist with the creation of short and long term goals for students with regards to potential transitions at regular and consistent intervals.
  14. Collaborate with and act as liaison with public and/or private school district transition personnel.
  15. Conduct agency, employment and school visits as means of assessing appropriate job and academic placements for students during or upon completion of their time at the ChildBridge Center for Education.
  16. Meet with community partners in efforts to expand volunteer and work opportunities for transition aged students.
  17. Explore, monitor and improve school business initiatives for the transition program as means of teaching students elements of business that can be built upon off campus.
  18. Coordinate, lead and organize family education opportunities to assist with students’ generalization of skills in collaboration with the school therapy and clinical coordinator.
  19. Train school paraprofessionals working specifically with our students exploring jobs, narrowing in on more specific transition plans and attending multiple community based instructions.
  20. Participate in and facilitate onboarding, annual and in-house professional development and trainings throughout the school year.
  21. Complete documentation and minute logs, as well as enter specific data points into the goal tracking system. This is to be maintained in a shared, electronic location throughout the school year.
  22. Establish and maintain a consistent form of communication with the teachers, related service team, case managers and parents/guardians of students as needed on caseload throughout the school year.
  23. Provide support, resources, and recommendations for classrooms on caseload as needed throughout the school year.
  24. Work with team members to model strategies, discuss student progress, and assess student needs
  25. Adhere to federal and state legislation, regulation, and policies that affect school practice.
  26. Maintains American Heart Association certification in First Aid and CPR, as well as the National Crisis Institutes CPI certification, in addition to any other required trainings through the Illinois State Board of Education.
  27. Successfully completes Little City Foundation required training, re-training, and any additional training as required by Little City Foundation policies and practices, or as assigned by his or her immediate supervisor.
  28. Complete any other essential duties as assigned.

Qualifications


MINIMUM QUALIFICATIONS:
Must have a Master’s Degree, Professional Educator License with an endorsement in School Counseling, or a Licensed Clinical Professional Counselor (LCPC) or an LBS1 with transition endorsement. Additionally, must have 3 years experience within a private therapeutic day school serving students on the autism spectrum and with intellectual disabilities or a transition program.

PHYSICAL REQUIREMENTS & WORK ENVIRONMENT:
While performing the duties of this job, the employee is subject to sitting, walking, and standing for prolonged periods; frequently grasps, lifts, holds, or feels objects; occasionally stoops, kneels, crouches, or crawls. The employee frequently is required to use manual and finger dexterity and eye-hand coordination when working with persons served and handling office, medical, or household equipment. The employee is subject to assist and lift up to 25 pounds with varying amounts of assistance on a reoccurring basis. The employee is required to have corrected vision and hearing within normal range and the ability to operate a motor vehicle. Must have the ability to perform CPR and CPI. Occupational exposure to blood, body fluids, infectious substances, including communicable diseases when performing personal care (Category III). Occasional exposure to cleaning agents and disinfectants. School work environment with a noise level of normal to loud. The physical demands described here are representative of those that must be met by an employee to perform successfully the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Disclaimer: The intent of this job description is to provide a representative level of the types of duties and responsibilities that will be required of positions given this title and shall not be construed as a declaration of the total of the specific duties and responsibilities of any particular position. Employees may be directed to perform job related tasks other than those specifically presented in this description.
 

 Apply for this job

 Receive alerts for other TRANSITION COUNSELOR-SCHOOL job openings

Salary.com Estimation for TRANSITION COUNSELOR-SCHOOL
$54,184 to $73,906

Sign up to receive alerts about other jobs with skills like those required for the TRANSITION COUNSELOR-SCHOOL.

Click the checkbox next to the jobs that you are interested in.

This job has expired.

Not the job you're looking for? Here are some other TRANSITION COUNSELOR-SCHOOL jobs in the Palatine, IL area that may be a better fit.

Upper School Counselor

LATIN SCHOOL OF CHICAGO, Chicago, IL

School Counselor (Professional School Counselor )

Chicago Public Schools - CPS, Chicago, IL