Transition Specialist

Chicago Public Schools (CPS) is the third largest school district in the United States, serving over 360,000 students in more than 600 schools and employing nearly 36,000 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 Special Education Transition Specialist is responsible for informing, implementing, expanding and monitoring transition services for students with disabilities. This includes planning for transition to post-secondary independence and designing thoughtful transition between grades. The specialist implements a coordinated set of activities to move students with disabilities 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.

The Transition Specialist will be held accountable for the following responsibilities:

• Supports schools in maintaining a focus on inclusive practices and developing and implementing IEPs and transition plans that facilitate the acquisition of post-secondary education, career, and independent living outcomes
  
  
• Ensures relevant resources and information pertaining to post-secondary outcomes reach students, families, and school personnel
  
  
• Attends IEP meetings as needed
  
  
• Supports schools in developing structures promoting student, school and family involvement in the transition planning process
  
  
• Collaborates with external stakeholders, inclusive of city and state agencies, community agencies, post school service providers, university partners, and other organizations to identify school and community based transition supports
  
  
• Contributes to building a cross-topical, leveled professional development portfolio and delivers professional development on transition planning practices to students, parents, educators, and community stakeholders
  
  

• Informs district use of appropriate transition assessments to guide instruction and post-secondary planning for students with disabilities
  
  
• Supports and implements post-secondary related grants. Provides ongoing data to support future grant proposals
  
  
• Supports work on state level monitoring and review of activities, including all aspects of Indicators 13 and 14
  
  
• Collaborates with the city-wide travel training program
  
  
• Maintains accurate student records; responsible for assigned data collection to inform decision making
  
  
• Recruits and supports participants for activities for transition related fairs, events, job shadow days, etc.
  
  
• Participates in staff development activities and conferences in order to maintain professional growth
  
  
• Supports Due Process cases as needed
  
  
• Performs additional projects as determined by the Chief Officer or his/her designee
  
  

In order to be successful and achieve the above responsibilities, the Transition Specialist must possess the following qualifications:

Type of Education Required : Bachelor's degree in Education, Rehabilitation Services, Counseling, or related field

Certifications or Licenses required: Teaching certification (type 03, 09, or 10) preferred. LBS-II Transition Specialist certification highly preferred

Type of Experience and Number of Years : 5 years educational experience working with students with disabilities preferred

Knowledge, Skills, and Abilities :

• Knowledge of regulations and procedures stipulated in IDEA with emphasis on transition planning
  
  
• Knowledges of regulations and procedures stipulated in ADA with emphasis on Section 504 and high school to college differences
  
  
• Demonstrated knowledge of career development and vocational training opportunities, post-secondary education options, and school-to-career programming
  
  
• Demonstrated knowledge of vocational and other transition assessment techniques
  
  
• Knowledge of strategies for developing, coordinating, and maintaining community based work training programs
  
  
• Knowledge of child labor laws
  
  
• Knowledge of the community agencies serving students and individuals with disabilities; specifically the Division of Rehabilitation Services and other key stakeholders in Chicago
  
  
• Ability to promote and encourage parental involvement and participation in the transition process
  
  
• Extensive experience in developing and delivering professional training as it relates to school to career initiatives, comprehensive support process, special education issues, and teaching and learning
  
  

• Ability to communicate effectively, both orally and in writing
  
  
• Ability to establish and maintain effective working relationships with administrators, school staff, associates, students, parents, community agencies, and employers
  
  
• Able to establish and maintain data tracking systems and utilize various software programs for project and program efficiency
  
  
• Demonstrated ability to work effectively with people from diverse backgrounds and to cultivate an atmosphere of cultural responsiveness, respect, and teamwork
  
  
• Individuals who speak Spanish are highly encouraged to apply
  
  
• People with disabilities and those with personal experience with disability are highly encouraged to apply
  
  

Residency Requirement: As a condition of employment with Chicago Public Schools (CPS), 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