Job Title: VAC / Transition Coordinator Wage/Hour Status: Exempt/197 days

Reports to: Director of Special Education

Dept./School: Special Education Department Date Revised: 06/9/2025

Primary Purpose:

Provide support for special education students involved in work-based programs and supervise students in independent employment. Serve as district Transition Coordinator and assist in the completion of all required transition paperwork including compliance specific to State Performance Plan Indicators.

Qualifications:

Education/Certification:

Bachelors degree from a four-year college or university

Valid Texas Teacher CTE Certificate

Willing to obtain Special Education

Special Knowledge/Skills:

Knowledge of Federal and State laws relating to Special Education Transition Planning Career & Technical Education Vocational Rehabilitation Employment and Labor laws and Workplace accommodations

Knowledge of the ARD/IEP process and the IEP goal setting process and implementation

General knowledge of curriculum and instruction

Knowledge of employment opportunities in the local community

Strong organizational communication public relations and interpersonal skills

Experience:

Three years successful career and technology teaching experience

Major Responsibilities and Duties:

Instructional Management

1. Collaborate with students parents and members of staff to develop an appropriate IEP through the ARD committee to assure that vocational annual goals are linked to postsecondary goals.
2. Provide IEP goals for students involved in the VAC program.
3. Provide progress on IEP goals on the same schedule as other teachers/providers.
4. Provide grades on VAC students based on job performance and employer evaluations at the end of each grading period.
5. Conduct required vocational assessment and provide information to ARD/IEP committees.
6. Assist case managers in the development of Individual Transition Plan.
7. Collaborate with families educators and community agencies to guide students with significant disabilities toward individualized functional outcomes that maximize independence and quality of life after graduation.

Program Management

1. Identify/develop job opportunities assist students with completion of applications participate in job interviews and provide job coaching according to the individual needs of the students.
2. Maintain a regular schedule of direct involvement with the student in the implementation of the students IEP including progress toward postsecondary goals.
3. Assist in training students in appropriate work-related attitudes habits behavior dress and communication skills necessary to obtain and maintain employment.
4. Disseminate information to parents and students on the purpose and expected outcomes of participation in work-based learning.
5. Problem solve with the parent student and the ARD committee regarding any difficulties related to job and movement toward attainment of postsecondary goals.
6. Provide guidance and support to job coaches for students in supported vocational training.
7. Assist in contacting outside agencies that may be involved in transition and postsecondary services.
8. Ensure compliance with Federal and State Laws (IDEA State Transition requirements TEA Indicators 13 and 14.)
9. Prepare and maintain documentation ITPs IEPs district level reports state performance plans logs and student files.

Community Activities

1. Provide a continuum of supports and services to employers through regularly scheduled job site visits and ongoing communication (phone calls emails etc.)
2. Collaborate with employers to provide learning opportunities for students.
3. Maintain and document ongoing contact with employers.
4. Demonstrate the ability to communicate with groups or individuals in an effective manner.
5. Work Closely with campus counselors CTE Community Agencies and employers to connect students with resources.

Professional Activities

1. Displays professional ethics; works and cooperates with the entire staff; seeks shares and respects ideas of others; refrains from revealing confidential information regarding students and their families. Conversations regarding patrons and staff are confined to an ethical level.
2. Initiates activities to maintain professional competence by staying abreast of current educational techniques materials and methods.
3. Exhibits a professional and positive attitude in all interactions with people and matters involved in schools.
4. Maintains accurate complete and correct records as required by law district policy and administrative regulations.
5. Perform other duties as assigned or required by the Director/Administration.

Working Conditions

Mental Demands/Physical Demands/Environmental Factors:

Maintain emotional control under stress. Frequent districtwide and occasional statewide travel; occasional prolonged and irregular hours.

THE LIVINGSTON INDEPENDENT SCHOOL DISTRICT DOES NOT DISCRIMINATE ON THE BASIS OF RACE COLOR GENDER RELIGION NATIONAL ORIGIN AGE DISABILITY OR ANY OTHER BASIS PROHIBITED BY LAW.

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. You understand that supplemental duty assignments may be modified or discontinued at any time for any reason or no reason at all at the sole discretion of the District and that the Board of Trustees may change modify or eliminate the stipend for supplemental duties at any time. This job description may not be altered in any way without the written consent of the LISD Director of Personnel.

Special Funding: If my position is funded by grants federal funding or other special funding I understand that my employment is expressly conditioned on the availability of full funding for the position. If full funding becomes unavailable my employment is subject to termination or non-renewal as applicable.