TRANSITION COORDINATOR

The Louisiana Special Schools are experiencing a critical shortage of certified teachers, school counselors, interpreters and educators of the Deaf or hard of hearing.

 

The LA Special School District is seeking a 

TRANSITION COORDINATOR

The Transition Coordinator assists students with disabilities and their families in obtaining services necessary to transition from high school to a post-secondary setting, whether for post-secondary education, employment, or long-term support. The employee must be able to perform these assigned duties without significant risk of substantial harm to his/her own safety/security and the safety/security of others.

The Louisiana Special Schools do not unlawfully discriminate on the basis of race, color, national origin, sex, disability, or age in our programs and activities, and we provide equal access to the Boy Scouts and other designated youth groups.  Inquiries regarding non-discrimination may be referred to Santa Patterson, Human Resources Director at spatterson@lsdvi.org .
 
RELEASE OF ASSESSMENT AND EVALUATION INFORMATION: La. R.S. 17:3884(D) requires that any school board wishing to hire a person who has been assessed or evaluated pursuant to the Children First Act, La. R.S. 17:3871, et seq., whether that person is already employed by that school system or not, shall request such person's assessment and evaluation results as part of the application process. Please be advised that, as part of the mandated process, your previous assessment and evaluation results will be requested. You have the opportunity to apply, review the information received, and provide any response or information you deem appropriate.
 
Physical Activity Level:
The employee must be able to perform assigned duties without significant risk of substantial harm to his/her own safety/security and the safety/security of others. Some work is performed in physically comfortable positions with little or light physical effort, and some work requires moderate effort.  Lifting thirty to forty pounds may be required and brief periods of heavy muscular exertion may be required.  Interpreting/and transliterating, and teaching visually impaired students, require extended use of the upper body muscles and fine motor movements of the hands.  Physical requirements are subject to reasonable accommodation in accordance with ADA standards. 

There is no guarantee that everyone who applies to this posting will be interviewed. Specific information about this job will be provided to you in the interview process, should you be selected.
 
No Civil Service test score is required in order to be considered for this vacancy. To apply for this vacancy, click on the "Apply" link above and complete an electronic application which can be used for this vacancy as well as future job opportunities.  Applicants can check the status of their application at any time by selecting the 'Application Status' link after logging into their account.
 
Resumes will not be accepted in lieu of a completed application. You must include all relevant education and experience on your official State application.
 
Applicants qualifying based on college training or receipt of a baccalaureate degree will be required to submit an official college transcript to verify credentials claimed prior to appointment. Please make every effort to attach a copy of your transcript to your application. The transcripts can be added as an attachment to your online application or faxed to (225) 763-5523. The selected candidate will be required to submit original documentation upon hire.
 

• A Bachelor's in education or Master’s degree in special education required, with the applicable certifications
• Minimum of five years of experience in education of students with disabilities and/or career services preferred.
• Background and/or experience in the deaf culture and/or visually impaired culture preferred.
• Five years full-time, paid administrative or supervisory experience in an organization, program, or school serving individuals with hearing or visual impairments.  Residential school experience preferred.
• A Master’s degree in education, psychology, social work, sociology or a related field will substitute for one year of experience working with individuals with hearing or visual impairments.
• Must possess human relations, planning, organizing and coordinating skills to perform related office functions as well as excellent writing and computer skills.
• Preference will be given for Sign Language Proficiency Interview (SLPI) level of Intermediate.  The minimum acceptable SLPI level for effective job performance is Intermediate Plus and must achieve this SLPI level within three years of hire date.

Essential Job Functions and Program Management Responsibilities

• Implements school system policies and school philosophy and programs.
• Exhibits knowledge of special education rules and regulations associated with implementation of state and federal laws.
• Regularly collaborates with the school administration and school-based counselors to address the comprehensive needs of the student to achieve post-secondary success. 
• Consults with the administration of the Special School Programs to support transition for students in secured facilities, as identified
• Disseminates information to staff, students, and parents regarding student needs, progress, and resources. 
• Coordinates transition activities for college, career, and community readiness
• Facilitates referrals, applications, and eligibility processes for student and families to adult service providers. 
• Exhibits understanding of children with various disabilities and their needs, especially children served by the schools, and demonstrate awareness of specialists, agencies, and organizations that serve children with disabilities and their families
• Demonstrates appropriate and effective office management skills such as planning, organizing and implementing
• Exercises good judgment in making decisions
• Maintains complete and accurate records and exercise confidentiality of information in accordance with requirements of the law.

Ancillary Job Functions and Student Transitions   

• Assists students in identifying personal interests and life goals
• Finds employment opportunities for students
• Assists and reviews student resumes and cover letters to provide feedback
• Simulates and rehearses job interview skills and tactics with students, offering appropriate feedback
• Structures a viable on-campus diversified cooperative training and employment program for students

Vocational Assessment   

• Conducts, interprets, and reviews existing career assessment inventories, formal, and informal assessments/evaluations information
• Participates and provides input in completion of students’ high school summary of performance 
• Exhibits ability to work collaboratively and effectively with students, parents, administrators, colleagues, community, and other school community staff

Job Development and Job Placement

• Conducts and performs task and job duties analyses of work sites and assignments, as well as, situational assessments of individual students in real work settings to gather pertinent information as part of job development and placement for a student to ensure a good job match 
• Interfaces with local businesses, associations, and local and state agencies to promote the program and build connections to industry
• Provides increased accountability by tracking, assessing, analyzing and reporting data to monitor student success  
• Assesses transportation needs

Coordination of Job Related Supports

• Establishes rapport and maintain a positive relationship with supervisors, coworkers, family and state and local agencies. 
• Performs task analysis of job duties to be instructed, if appropriate.
• Assists the Vocational Rehabilitation Counselor, and related vocational services providers with referrals to obtain information regarding the impact of Social Security Work Incentives on the student’s SSI, SSDI, Medicaid, etc. and in developing and completing all needed work incentives information.

Professional Conduct

• Demonstrates reliability and punctuality in attendance and in meeting obligations
• Exhibits and complies with professional ethics
• Exhibits initiative and recognize and follow established communication channels
• Exhibits a willingness to accept and use suggestions for improvement
• Plans and uses time effectively
• Maintains an appropriate professional, mentor, student-adult relationship and respect the individual worth and dignity of each student
• Demonstrates effective written and oral expressive and receptive sign language skills 

Performs other duties as assigned

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