WORC Transition Supervisor

This position has responsibility for the management operation and instruction of the On-Campus Jobs Program and as a clinical consult to Transition Coordinators at Fairwold Academy. The W.O.R.C. Transition Supervisor oversees all pre-vocational activities development campus-wide that target executive function self-regulation and employability skills through an occupational therapy framework for the 21st century workplace. Additionally the Transition W.O.R.C. Supervisor collaborates with members of the secondary transition instructional team and community business partners in the planning and implementation of occupational therapy interventions and supports to ensure students receive a quality transition to vocational or post-secondary life.

Responsibilities:

• Supervises WORC Coordinators and oversees all aspects of the WORC Program and WORC programs on and off Fairwold Campus.

• Supervises K8 WORC supervisor.

• Supervises WORC Coordinator at Mill Creek School.

• Supervises Job Coaches and coordinates transportation for all off campus jobs.

• Supervises Transition Coordinators.

• Supervises the transition process by implementing communication tools to monitor completion/progression with plan.

• Supervises Doctoral interns from a range of local Universities (up to 2 per school year).

• Supervises Level II interns from a range of local Universities (up to 2 per quarter).

• Ensure the Passage Program is being implemented.

• Develops and implements the On Campus Jobs program a school-based job training program for high school students and facilitates direct instruction to students and their job coach or PCA ensuring task analysis and breakdown of specific tasks related to real world simulated jobs.

• Trains and assesses Fairwold staff: job coaches PCAs and Instructional and Behavioral Assistants in prompting hierarchy data collection and reporting for On Campus Jobs.

• Monitors student performance during on-campus jobs. Analyze the school community environment and provide instruction with adaptations as outlined in the students IEP.

• Room organization for efficient and safe access for students with special needs; share consult with teachers as adaptations for vocational IEPs.

• Scaffolding of skills to support a solid foundation for appropriate interpersonal behaviors in a vocational environment.

• Individualized and group self-regulation instruction relative to the sensory needs of the individuals or group.

• Serves as a Tier II and Tier III PBIS behavioral interventionist.

• Completes professionally written reports plans and records relative to the educational program (point sheets behavior data plans academic progress and social and pre-vocational goals progress) in a timely and professional manner.

• Monitors student performance at business partner sites. Analyze the community environment and provide instruction with adaptations as designated in the students IEP. Collaborates with Transition Coordinators and provides training to business partners in adaptations for specific tasks.

• Supervise and set clear expectations for paraeducator staff in their supportive role in the WORC Program with the goal of ensuring best practices for all students educationally and therapeutically.

• Assist with grant writing and data collection as directed by the Executive Director.

• Communicate regularly with parents or guardians.

• Maintain requirements for Philabundance membership; including but not limited to assuming responsibility for distribution of all products received (within the school as well as the school community) cooperate with Philabundance in allowing it to conduct regular monitoring visits ensure the safe and proper handling of the product maintain the relevant safe-food handling certification (SERV Safe).

• Participation in the Farm to School grant initiative; including but not limited to attending regular meetings scheduling SNAP Ed sessions for school wide healthy eating education collecting data coordinating with Culinary Arts and Horticulture to increase the availability of local foods in school and promote connecting students to the sources of their food through education taste testing school gardens and local food sourcing for meals.

• Perform other duties as assigned.

Skills:

• Ability to mentor supervise and evaluate staff.

• Expert knowledge of accommodating job tasks through individualized task analysis

• Demonstrated knowledge of adapting environments to promote student success

• Demonstrated ability to manage a special education classroom setting

• Demonstrated ability to show student outcomes in school and pre-vocational settings

• Demonstrated ability to assess develop implement and evaluate occupational needs and to identify therapeutic strategies for special education.

• Demonstrated knowledge of correct English usage grammar spelling punctuation and vocabulary.

• Demonstrated skills with computers data systems and electronic reports

• Demonstrated ability to understand and adhere to policies and procedures

• Excellent analytical and problem solving skills

• Excellent organizational and time management skills

• Excellent leadership and team building skills

• Excellent interpersonal skills with an ability to work effectively with professionals from a wide range of organizations and disciplines and to establish and maintain cooperative and effective working relationships with all constituents (administrators colleagues students parents and others)

Performance Requirement:

• Supervise W.O.R.C. Coordinators and complete mid-and end of year evaluations.

• Develops and implements the On-Campus Jobs program a school-based job training program for high school students. Monitors progress assessments for students.

• Trains 100% of staff assigned to support high school students involved in the On Campus Jobs program: Job Coaches PCAs and IBAs on data collection prompt hierarchy and task analysis.

• Manages all logistical aspects of the W.O.R.C. Center.

• Monitor off campus jobs in collaboration with Transition Coordinators. Train community business partners on effective task adaptations according to the students IEP.

• Facilitate and lead direct instruction of the W.O.R.C. Center curriculum using occupational therapy strategies for all students in Fairwold Academy Programs.

• Manage all student jobs and assign work tasks by student ability; evaluate student progress.

• Collect and analyze all self-regulation and sensory group data; modify program as needed to meet clinical outcomes.

• Provide clinical consult weekly for universal sensory and occupational therapy strategies specific to Autistic support using evidence-based practices to promote student progress.

• Design administer and assess performance evaluations for all students as part of transition program information needed for students transitional IEPs.

• Provide direct services to students as a Tier II and Tier III PBIS interventionist in support of students emotional-behavioral health needs.

• Supervise paraeducators assigned to the W.O.R.C. Center.

• Create and manage the W.O.R.C. Program budget.

• Meet promotional and development project timelines and requests.

• Provide professional development to teachers and staff in relevant topics; consult with classroom teachers to ensure efficient and safe room organization for students with special needs.

• Engage in full active and frequent participation in professional development events and opportunities with the consistent application of new learning in the classroom and sharing of learning with colleagues.

• Engage in full active participation in professional school events that may extend beyond the school day including but not limited to Back to School Night Parent Conferences Academic Honors PBIS Events.

• Full and active compliance with all PHMC and Fairwold academy regarding job performance and conduct standards and expectations.

• Maintains proper credentials for assignment and remains educationally informed in all related areas including special education regulations for related services.

• Performs related duties special assignments and projects as assigned.

Physical Demands/Work Environment:

• Routine school environment. Employee may be involved in de-escalating student behaviors using mandatory approved techniques.
• Potential exposure to blood borne pathogens; may transport students in agency in accordance with PA Department of Education and Department of Transportation requirements and school and PHMC procedures.
• Ability to climb stairs and walk on uneven terrain play yards and school grounds.
• Ability to move rapidly forward backward and laterally.
• Physical capacity to lift move and position a student up to age 21 who may weigh 150 pounds or more with the assistance of other properly trained personnel.
• Ability to independently utilize routine office equipment.
• Ability to independently travel outside of school hours as determined by administration.
• The physical demands and work environment described is 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.

Education and Experience:

• Masters degree in Education.

• Bachelors degree in occupational therapy from an accredited university.

• Pennsylvania Occupational Therapist Licensure (OTR/L)

• Minimum 5 years experience working with special education populations and/or children and youth with emotional and behavioral challenges Autism or Intellectual Disability required.

• Experience with instructional and assistive technology.

• Experience in supervision.

PHMC is an Equal Opportunity and E-Verify Employer.

Required Experience:

Manager