Work Year: 178 days
Bargaining Unit: OSEA
FLSA Status: Non-exempt
Salary: J
JOB TITLE: Instructional Assistant 4 - Pre-Employment Transition Specialist
REPORTS TO: Director of Student Services or Designee
GENERAL DUTIES SUMMARY:
Pre-Employment Transition Specialists ‘Transition Specialist’ and the district's Learning Specialists work together with students 16-21 years old to ensure a successful transition from school to meaningful competitive employment or career-related post-secondary training. Transition specialists work both to provide Individual Education Plan (IEP) designated services and Vocational Rehabilitation Pre-Employment Transition services (Pre-ETS).
Transition Specialists coordinate with Vocational Rehabilitation to provide designated pre-employment services. Pre-Employment Transition Services are the earliest set of services available for students with disabilities who are eligible or potentially eligible for VR services, are short-term in nature, and are designed to help students identify career interests, which may be further explored through additional vocational rehabilitation (VR) services, such as transition services and other individualized VR services (in plan services/IPE). When authorized by VR, Transition Specialist assist students in five designated pre-employment service areas:
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Self-Advocacy - Working with students to develop self-determination to ensure students with disabilities have the freedom to plan their own lives, pursue the things that are important to them and experience the same life opportunities as other people in their communities.
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Job Exploration- Provides students with a variety of opportunities to gain information about careers, the skills needed for different jobs and uncovers personal career interests.
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Postsecondary Counseling- Works with students on opportunities for enrollment in comprehensive transition or postsecondary education programs at institutions of higher education.
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Work Learning Experiences- An instructional method using community workplaces to provide students with knowledge and skills that will help them connect school experiences to real-life work activities and future career opportunities.
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Workplace Readiness Skills- Teaching students a set of skills and behaviors necessary for any job, such as how to interact with supervisors and coworkers and the importance of timeliness.
Pre-ETS services are delivered as a “contractor” to enhance the services provided by the school district through the Individual Education Plan (IEPs). The Transition Specialists will provide both special education services on behalf of the district, and enhancement Pre-ETS services as a contract for Vocational Rehabilitation.
ESSENTIAL DUTIES and RESPONSIBILITIES:
The essential requirements and responsibilities of this position are listed below. Employees in this position must possess the ability to perform the essential functions of the position with or without accommodation.
Specific Duties related to Vocational Rehabilitation Pre-ETS Contract:
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Act as a “contract” for Vocational Rehabilitation for designated hours determined by the school district.
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Participate in activities related to the recruitment of potential clients for Vocational Rehabilitation.
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Assist students/families in completing the application for Pre-ETS transition services.
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After authorized by Vocational Rehabilitation, deliver designated services for individual students. Examples of services include may include, but are not limited to:
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Self-Advocacy: Connecting a student to youth leadership activities in the community.
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Counseling: Assisting the student in exploring postsecondary options that align with their career goals.
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Job Exploration: Exploring career options that align with areas of interest.
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Work Learning: Arranging opportunities for job shadowing or volunteering.
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Workplace Readiness: Assisting the student in identifying transportation options to access a job.
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Arranging for and providing the following services in support of Pre-ETS for students eligible for VR (Pre-ETS must be on the IPE): • Books/supplies/tools/equipment • Computers/internet service Referral services • Maintenance services • Transportation services
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Report, maintain and update all records required by Vocational Rehabilitation.
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Attend and participate in regularly scheduled meetings and training with Vocational Rehabilitation. Attend all VR required quarterly regional and yearly statewide training seminars.
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Represent the school district in interactions with employers to promote the program and develop job sites.
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Analyze work sites and match VR clients as deemed appropriate by the team.
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Communicate with the school district the status of the student progress in VR.
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Provide Coordination Services on behalf of the VR prior to individual students being made eligible for VR:
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Working with the local employers to develop work opportunities for students with disabilities, including internships, summer employment and other employment opportunities available throughout the school year, and apprenticeships.
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Working with schools to coordinate and ensure the provision of pre-employment transition services
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Working with educators to coordinate the provision of Pre-ETS
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Determine how VR services can enhance school services, including CTE, STEM and other customarily provided school services without duplicating them
Duties related to the transition services delivered as part of a student Individualized Education Plan:
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Upon direction and support of a Learning Specialist, the transition specialist will
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Provide identified services in both a group or individual settings in the areas of employment, postsecondary education, and independent living skills.
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For example, meet with students on a weekly or bi-weekly basis depending upon their needs and engagement to set and review goals, develop independent living skills, arrange work experiences, organize Trimet travel training, apply to PCC, fill out financial aid applications, and more.
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Assist teachers in delivering transition services to students pre-graduation. For example:
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lining up guest speakers, conducting mock interviews, implementing career plans using Oregon CIS website, and assisting students in filling out job or PCC applications, and assisting in personal resume writing, etc.
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Connect students with appropriate staff and/or services to meet their unique needs.
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For example, assist students/families in connecting with mental health providers to access counseling.
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Assist in implementing transition assessment.
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Provide information on transition planning and community resources.
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Create job exploration opportunities for students both within the school and in the community (i.e. job shadows, work-based learning opportunities, volunteering opportunities).
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Develop school and community agency partnerships.
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This could include student-led businesses, community learn-to-work programs, Transition Information Night for families, and others as time allows.
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Provide job coaching to assist with self advocacy and work readiness skills.
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Communicate with parents and students about post secondary options.
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Attend IEP meetings.
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Meet regularly with the schools designated Learning Specialist to coordinate services for individual students 18-21 years of age.
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Assist in regular reporting and record keeping of these services.
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Communicate with students and families in a manner that reflects the department's standards for a consistent, positive and nurturing attitude.
Other responsibilities:
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Make independent judgments within prescribed policies and procedures.
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Employ good judgment in a variety of situations, including emergencies.
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Maintain a confidential, non-preferential, non-judgmental manner towards the students, staff, and program.
QUALIFICATIONS:
Minimum:
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Work with a variety of students and demonstrate a willingness to gain the information and training necessary to work effectively
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Comprehend and follow oral and written instructions and complete work within established timelines
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Develop and maintain effective working relationships with supervisor, staff, and general public
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Spelling, punctuation, capitalization, word usage, and sentence construction of the English language as necessary to detect and correct basic errors in prepared materials
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Knowledge of, or ability to learn quickly, transition planning and post secondary programs.
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Ability to work both independently without direct supervision as a member of a team.
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Solve practical problems and deal with a variety of variables in situations where only limited standardization exists.
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Interpret a variety of instructions furnished in written, oral, diagram or schedule form.
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Keep current on changes in requirements of the job by possessing a willingness to attend training, classes or workshops
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All employees must be able to communicate in an effective manner. Employees with English as a second language must be able to communicate their need for clarification and/or interpretation of directions.
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Effectively communicate verbally and written with staff parents and business partners.
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Oregon Driver's License, or ability to get to and from work in a timely manner and perform the essential functions of the position.
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Medic First Aid Card (must be certified within the first 60 days of employment).
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Other certifications/trainings as required to execute the Essential Functions and Duties and Responsibilities of this position (i.e. blood sugar testing, bee sting, dispensing of prescription medication).
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Possess computer skills necessary for reporting and record keeping.
EDUCATION and EXPERIENCE:
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High school graduation or GED math level would be sufficient to perform the essential functions and duties and responsibilities of this position
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Depending on individual assignments, a combination of education and experience that equals 12-14 years
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One year minimum child-care experience is preferred
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One year experience with disabled adolescents in a school or vocational training setting is preferred
WORKING CONDITIONS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EVALUATION
Performance of this job will be evaluated in accordance with the provisions in the Collective Bargaining Agreement between Tigard-Tualatin School District 23J and Oregon School Employees Association Chapter 51.
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See near and far (i.e. constant observation of students)
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Discriminate colors (i.e. teaching colors)
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Hear sufficiently to perform the duties and responsibilities (i.e. understand speech which may be difficult to understand, listening for distress signals)
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Medium lifting occurs occasionally (20-50 lbs)
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Lifting occurs frequently (0-20 lbs)
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There is occasional light to medium carrying of supplies and equipment
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Pulling/pushing occurs occasionally (i.e. wheelchair, open/close doors)
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Occasional implementation, or assistance with implementation of individual student restraint protocols
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At times this position can be physically active for a period of time or sedentary, dependent on tasks. Students have a broad range of learning challenges. Employees are required to drive and may encounter inclement weather
TERMS OF EMPLOYMENT
This job description is not intended to be and should not be construed as an all inclusive list of all the responsibilities, skills, or working conditions associated with the position. While it is intended to accurately reflect the position’s activities and requirements, the administration reserves the right to modify, add or remove duties and assign duties as necessary that still reflect the essential functions of the department.
A new employee shall be allowed up to four (4) years of experience on the salary schedule, based on actual years of experience on a job of like responsibilites and skills. $25.01