Transition Specialist

Chicago Public Schools (CPS) is a district on the rise, serving over 325,000 students in 500+ schools and employing over 45,000 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. Aligned with our transformed philosophy, we are steadfastly focused on ensuring that the District provides resources equitably to support every student, every school, and every community. Six core values guide the work we do every day for our students – student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. Each role in the district supports our vision that every student deserves a rigorous, joyful, and equitable learning experience.

The Office for Student with Disabilities is responsible for student evaluations, creating and monitoring Individualized Education Programs (IEPs), and working with schools, staff, and families to fulfill these plans toward greater student development and achievement. OSD uses a data-driven approach to best support the needs of each individual student and does so in compliance with federal and state regulations regarding special education, including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973.

Job Summary:

Reporting to the Director of Academic Access, the Transition Specialist will be responsible for supporting the implementation, expansion and monitoring the successful execution of transition services for students with disabilities, including but not limited to planning for transition to post-secondary independence and designing thoughtful transitions between grades. The Transition Specialist will implement coordinated activities to support students with disabilities in their transition 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. This is a full-time, exempt position that will be paid for hours worked on a salary basis.

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

• Vital administrative tasks that directly support our students and connects them to an agency
  • Facilitate the intake of DRS referrals
  • Oversee the upkeep of our applicant data tracker to ensure comprehensive record-keeping
  • Adhere to required yearly application numbers set by DHS
  • Collaborate with DHS counselors and personnel to ensure effective support for the DRS process
  • Provide essential guidance to families and students on how to connect with DHS and begin their DRS referral journey
• Support schools through providing guidance, technical assistance, and leading professional development sessions for school staff in areas including but not limited to:
  • Maintain a focus on inclusive practices
  • Promote increased awareness and accessibility to district-wide programs and/or services encouraging participation in activities supporting the three areas of transition: post-secondary employment, post-secondary education and/or training, and independent living skills training

  • Support schools in the effective implementation and facilitation of structures promoting student, school and family involvement with agencies, their events, and services available

• Participate in the implementation of post-secondary-related grants, including accurate data collection, providing information to students, families, and school staff regarding new transition opportunities, and sharing relevant information across OSD in support of future grant opportunities

  • Collaborate with Transition team colleagues in planning activities and events to increase post-secondary options for students such as career fairs, transition fairs, high school fairs, and job shadow days; recruit and support participants in the successful execution of these events

  • Collaborate with community partners, including city and state agencies, community agencies, post-school service providers, university partners, and other organizations to identify new or additional school and community-based transition supports that may benefit CPS students

• Ensure students, families and school personnel are provided with ongoing access to accurate, relevant resources and information regarding topics such as community living, employment and post-secondary education/training. Support schools in the effective implementation and facilitation of structures promoting student, school and family involvement in agency support and services

• Support schools in work on state-level monitoring, completion of required audits, and all aspects of compliance with ISBE indicators 13 and 14:

Collect data for audits, review of post-school activities, and submission of compiled information to ISBE upon completion

Assist school staff with remediating or correcting transition plans and IEPs to bring them into compliance with the ISBE rubric

Support schools selected for audits in contacting students 1-year post-graduation to conduct surveys, obtain and record information regarding their current activities surrounding post-secondary education, employment and independent living

• Promote increased awareness and accessibility to district-wide programs and/or services encourage participation in activities supporting the three areas of transition: post-secondary employment, post-secondary education and/or training, and independent living skills training
• Other duties as assigned
  
  
  
  

Chicago Public Schools (CPS) is a district on the rise, serving over 325,000 students in 500+ schools and employing over 45,000 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. Aligned with our transformed philosophy, we are steadfastly focused on ensuring that the District provides resources equitably to support every student, every school, and every community. Six core values guide the work we do every day for our students – student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. Each role in the district supports our vision that every student deserves a rigorous, joyful, and equitable learning experience.

The Office for Student with Disabilities is responsible for student evaluations, creating and monitoring Individualized Education Programs (IEPs), and working with schools, staff, and families to fulfill these plans toward greater student development and achievement. OSD uses a data-driven approach to best support the needs of each individual student and does so in compliance with federal and state regulations regarding special education, including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973.

Job Summary:

Reporting to the Director of Academic Access, the Transition Specialist will be responsible for supporting the implementation, expansion and monitoring the successful execution of transition services for students with disabilities, including but not limited to planning for transition to post-secondary independence and designing thoughtful transitions between grades. The Transition Specialist will implement coordinated activities to support students with disabilities in their transition 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. This is a full-time, exempt position that will be paid for hours worked on a salary basis.

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

• Vital administrative tasks that directly support our students and connects them to an agency
  • Facilitate the intake of DRS referrals
  • Oversee the upkeep of our applicant data tracker to ensure comprehensive record-keeping
  • Adhere to required yearly application numbers set by DHS
  • Collaborate with DHS counselors and personnel to ensure effective support for the DRS process
  • Provide essential guidance to families and students on how to connect with DHS and begin their DRS referral journey
• Support schools through providing guidance, technical assistance, and leading professional development sessions for school staff in areas including but not limited to:
  • Maintain a focus on inclusive practices
  • Promote increased awareness and accessibility to district-wide programs and/or services encouraging participation in activities supporting the three areas of transition: post-secondary employment, post-secondary education and/or training, and independent living skills training

  • Support schools in the effective implementation and facilitation of structures promoting student, school and family involvement with agencies, their events, and services available

• Participate in the implementation of post-secondary-related grants, including accurate data collection, providing information to students, families, and school staff regarding new transition opportunities, and sharing relevant information across OSD in support of future grant opportunities

  • Collaborate with Transition team colleagues in planning activities and events to increase post-secondary options for students such as career fairs, transition fairs, high school fairs, and job shadow days; recruit and support participants in the successful execution of these events

  • Collaborate with communit