Job Information
Central Dewitt Community Schools Transition Alliance Program (TAP) Specialist shared between Central DeWitt CSD and Northeast CSD in Dewitt, Iowa
Transition Alliance Program (TAP) Specialist shared between Central DeWitt CSD and Northeast CSD JobID: 282
Position Type:
High School Teaching
Date Posted:
5/24/2024
Location:
High School
Date Available:
School Year 2024-25
Northeast - Central DeWitt
Transition Alliance Program (TAP) Specialist
Position Title: Transition Alliance Program Coordinator (TAP)
Reports To: Northeast Administrator who attends secondary IEP meetings AND Central Dewitt Administrator as assigned on the evaluation schedule.
Evaluation: Administrators from both buildings will meet for a joint evaluation of the TAP after 90 days from the initial start date and annually thereafter by June 1. The evaluation will include a written copy of the performance review.
JOB SUMMARY:
The TAP Coordinator will be responsible for attending and planning transition services starting in the year the student will turn 14 and up to the age of 25. Administrators in both districts will help to identify and prioritize those students who would benefit from detailed transition plans based on IEP team input on lagging living, learning and working skills. The Coordinator will focus on activities directed to help students achieve successful employment in a job that matches their interests, strengths and preferences.
Services offered will primarily focus on the following Pre-Employment Transition Services (Pre-ETS):
Job Exploration Counseling
Work-Based Learning Experiences
Counseling on Opportunities with members of the IEP team and potential employers
Workplace Readiness Training
Task Analysis for graduated development of job related skills/ job skills instruction
In school tasks
Off site tasks
On the job training
Job coaching
Self-Advocacy Instruction
Collaboration with school staff and Vocational Rehabilitation
Training for job coaches/associates who support students
ESSENTIAL DUTIES AND RESPONSIBILITIES:
Assists in carrying out all expected duties including intake, screening, evaluation, goal development, casework activities, placement, guidance and referral.
Establish rapport and relationships with students to help them in gathering information to help develop a personalized transition plan.
Work collaboratively with students, district staff, and parents in developing meaningful transition plans and work experiences.
Ability to work with a variety of agencies and businesses in a friendly and professional manner.
Demonstrate good communication (verbal & written).
Work cohesively with Iowa Vocational Rehabilitation Services.
Maintain accurate records and documentation for reporting to parents, guardians, district administration, and Vocational Rehabilitation.
Provide vocational counseling as necessary to ensure understanding of disabilities and assist with developing appropriate vocational choices.
Work cooperatively with community agencies and businesses to establish appropriate work experiences for students with disabilities.
Work with the business community to learn about business needs, labor market trends, and future needs of the community.
Maintain cordial and cooperative working relations with parents, district staff, community providers, and outside agencies.
Provide flexible, energetic, innovative and imaginative learning activities.
Conduct instructional classes based on individual needs, encourage employers to use job incentives, consult with employers in problem situations and coordinate placement services with other resources based on individual needs.
Educate employers on disability issues such as the Americans with Disabilities Act (ADA).
Facilitate vocational placement of students through use of job development and job retention counseling and labor market information.
Provide vocational instruction and employment information, training in community and independent living skills including self-determination, daily living, health and physical care, leisure activities, mobility/transportation training, money management, personal finance, social and interpersonal skills, work-place readiness and specific occupational information.
Coordinate with school staff regarding graduation/transition requirements.
Serve as a resource for transition services and training information.
Collaborate with related agencies on improving employment of individuals with disabilities.
Coordinate and monitor appropriate services to help participants attain vocational, educational, and independent living goals.
Work cooperatively with other agencies or staff towards employment goals developed on an individualized basis.
Team with other agencies and staff to implement rigorous and doable employment goals.
Work as a member of a multi-disciplinary IEP team to build partnerships that will enhance student outcomes.
Ability to interact professionally with all individuals, especially those with disabilities.
Provide related case file documentation and reporting including comprehensive records to parents or guardians, supervising administrators in both districts and Vocational Rehabilitation on the progress of each student.
The successful candidate will exhibit:
Understanding of effects of the onset, progression, and expected duration of disability on individuals' holistic functioning.
Understanding and knowledge of environmental, attitudinal, and individual barriers for people with disabilities.
Knowledge of rehabilitation service delivery systems, including housing, independent living, case management, public benefits programs, educational programs, and public/proprietary vocational rehabilitation programs.
Knowledge of transferable skills, functional assessments, and work-related supports for achieving and maintaining meaningful employment for people with disabilities.
Strategies to analyze work activity and labor market data and trends to facilitate the match between an individual with a disability and targeted jobs.
Consultation and collaboration with employers regarding the legal rights and benefits of hiring individuals with disabilities, including Americans with Disabilities Act compliance, accommodations, universal design, and workplace disability prevention.
Strategies to promote self-advocacy skills of individuals with disabilities.
Career- and work-related assessments, including job analysis, work site modification, transferable skills analysis, job readiness, and work development.
Evaluation and application of assistive technology with an emphasis on individualized assessment and planning.
Career development and employment models and strategies for achieving and maintaining meaningful employment for people with disabilities.
QUALIFICATION REQUIREMENTS:
Bachelor's degree in social work or special education OR work experience in a human service-oriented field. A bachelor’s degree is not required.
Must have experience in a field related to special education, rehabilitation counseling, social work or other relevant profession that emphasizes services to individuals with disabilities.
Able to support and collaborate well with others with a variety of abilities.
Experience in working with organizations that provide services to individuals with disabilities is preferred.
Experience in helping youth through the transition process from the school environment to the adult environment is preferred.
Experience with working with the business community to determine job market needs and developing job opportunities for youth is preferred.
WORK ENVIRONMENT:
The usual and customary methods of performing the job's functions require the following physical demands: Working on computers, including Google and Microsoft applications are necessary. Phone and email communication will be routine expectations. The job requires face to face meetings with stakeholders including the student, parents, school staff and business partners. The job includes some physical demands including occasional lifting, carrying, pushing, and/or pulling, some climbing and balancing, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. This job is performed in a generally clean and healthy environment.
TERMS OF EMPLOYMENT
At-Will, Exempt Employee
12-month position (220 days per year, 8 hours per day)
Hours will be tracked by the employee on a PAR report
The employee will follow the Northeast District Calendar for 185 of the contract days and five paid holidays.
30 additional days will be worked between the end of the school year and prior to the start of the next school year. This time will be used to complete required trainings and continue services with students, families and business partners.
Winter break, spring break and no school days, as scheduled on the District Calendar are scheduled days off and do not require leave requests.
Hours lost due to weather cancellations can be made up on non-contract days, Monday-Friday, not to exceed 40 hours a week.
The employee will split time in both districts as close to 50/50 as possible
The schedule will be based on needs in both districts and should be shared with supervisors via Google Calendar
Leave requests will be communicated by email to supervisors in both buildings and submitted via AESOP at Northeast
Employee will follow the Northeast Certified Staff Handbook
Employment per Board Policies and Administrative Rules and Regulations
Compensation:
Benefits:
Health/Dental//Vision
Life Insurance
LTD
Paid Time Off - Personal, Sick
IPERS