Pre-Employment Transition Specialist

District Focus

North Wasco County School District ispleased to announce that we are seeking qualified applicants forthe position of a Pre-Employment Transition Specialist. We are very proud of our District and the teachers administrators and support staff that provides the best education possible for the children of our community. Thank you for seeking this opportunity to be part of our team.

District Mission:Educating each student to the highest standards while motivating them to reach their fullest potential and graduating them to be college career and life ready.

NWASCO Online:

Application Process:

All application materials must be submitted electronically as part of your TalentEd/Recruit & Hire the following supplemental documents:

1. Complete District Application
2. Letter of interest
3. Current Resume
4. Two (2) recent letters of reference

SALARY:

$23.22-$26.92 (non-PERS)

$24.70-$28.64 (PERS)

GENERAL DUTIES SUMMARY:

Pre-Employment Transition Specialists Transition Specialist and the districts Learning Specialists work together with students 16-21 years old to ensure a successful transition from school to meaningful competitive employment or career-related post-secondary training.

Transition Specialists coordinate with Vocational Rehabilitation to provide designated pre-employment services. Pre-Employment Transition Services are the earliest set of services available for students with disabilities who are eligible or potentially eligible for VR services are short-term in nature and are designed to help students identify career interests which may be further explored through additional vocational rehabilitation (VR) services such as transition services and other individualized VR services (in plan services/IPE). When authorized by VR Transition Specialist assist students in five designated pre-employment service areas:

1. Self-Advocacy - Working with students to develop self-determination to ensure students with disabilities have the freedom to plan their own lives pursue the things that are important to them and experience the same life opportunities as other people in their communities.
2. Job Exploration- Provides students with a variety of opportunities to gain information about careers the skills needed for different jobs and uncover personal career interests.
Counseling- Works with students on opportunities for enrollment in comprehensive transition or postsecondary education programs at institutions of higher education.
4. Work Learning Experiences- An instructional method using community workplaces to provide students with knowledge and skills that will help them connect school experiences to real-life work activities and future career opportunities.
5. Workplace Readiness Skills- Teaching students a set of skills and behaviors necessary for any job such as how to interact with supervisors and coworkers and the importance of timeliness.

Pre-ETS services are delivered as a contractor to enhance the services provided by the school district through the Individual Education Plan (IEPs).

ESSENTIAL DUTIES and RESPONSIBILITIES:

The essential requirements and responsibilities of this position are listed below. Employees in this position must possess the ability to perform the essential functions of the position with or without accommodation.

Specific Duties related to Vocational Rehabilitation Pre-ETS Contract:

• Act as a contract for Vocational Rehabilitation for designated hours determined by the school district.
• Participate in activities related to the recruitment of potential clients for Vocational Rehabilitation.
• Assist students/families in completing the application for Pre-ETS transition services.
• After authorized by Vocational Rehabilitation deliver designated services for individual students. Examples of services may include but are not limited to:

• Self-Advocacy: Connecting a student to youth leadership activities in the community.
• Counseling: Assisting the student in exploring postsecondary options that align with their career goals.
• Job Exploration: Exploring career options that align with areas of interest.
• Work Learning: Arranging opportunities for job shadowing or volunteering.
• Workplace Readiness: Assisting the student in identifying transportation options to access a job.

• Arranging for and providing the following services in support of Pre-ETS for students eligible for VR (Pre-ETS must be on the IPE): Books/supplies/tools/equipment Computers/internet service Referral services Maintenance services Transportation services
• Report maintain and update all records required by Vocational Rehabilitation.
• Attend and participate in regularly scheduled meetings and training with Vocational Rehabilitation. Attend all VR required quarterly regional and yearly statewide training seminars.
• Attend and participate in IEP and/or 504 meetings.
• Represent the school district in interactions with employers to promote the program and develop job sites.
• Analyze work sites and match VR clients as deemed appropriate by the team.
• Communicate with the school district the status of the student progress in VR.
• Provide Coordination Services on behalf of the VR prior to individual students being made eligible for VR:
• Working with the local employers to develop work opportunities for students with disabilities including internships summer employment and other employment opportunities available throughout the school year and apprenticeships.
• Working with schools to coordinate and ensure the provision of pre-employment transition services
• Working with educators to coordinate the provision of Pre-ETS
• Determine how VR services can enhance school services including CTE STEM and other customarily provided school services without duplicating them

Duties related to the transition services delivered as part of a student Individualized Education Plan:

• Upon direction and support of a Learning Specialist the transition specialist will
• Provide identified services in both a group or individual settings in the areas of employment post-secondary education and independent living skills.
• For example meet with students on a weekly or bi-weekly basis depending upon their needs and engagement to set and review goals develop independent living skills arrange work experiences organize Trimet travel training apply to PCC fill out financial aid applications and more.
• Assist teachers in delivering transition services to students pre-graduation. For example: Lining up guest speakers conducting mock interviews implementing career plans using Oregon CIS website and assisting students in filling out job or PCC applications and assisting in personal resume writing etc.
• Connect students with appropriate staff and/or services to meet their unique needs. For example assist students/families in connecting with mental health providers to access counseling.
• Assist in implementing transition assessment. P
• Provide information on transition planning and community resources.
• Create job exploration opportunities for students both within the school and in the community (i.e. job shadows work-based learning opportunities volunteering opportunities).
• Develop school and community agency partnerships.
• This could include student-led businesses community learn-to-work programs Transition Information Night for families and others as time allows.
• Provide job coaching to assist with self-advocacy and work readiness skills.
• Communicate with parents and students about post-secondary options.
• Attend IEP meetings.
• Meet regularly with the schools designated Learning Specialist to coordinate services for individual students 18-21 years of age.
• Assist in regular reporting and record keeping of these services.
• Communicate with students and families in a manner that reflects the departments standards for a consistent positive and nurturing attitude.

Other responsibilities:

• Make independent judgments within prescribed policies and procedures.
• Employ good judgment in a variety of situations including emergencies.
• Maintain a confidential non-preferential non-judgmental manner towards the students staff and program.

Supervisory Responsibilities

Supervision of other employees is not a normal responsibility of this position. The employee does supervise students in general.

QUALIFICATIONS:

Minimum:

• Work with a variety of students and demonstrate a willingness to gain the information and training necessary to work effectively
• Comprehend and follow oral and written instructions and complete work within established timelines
• Develop and maintain effective working relationships with supervisors staff and general public
• Spelling punctuation capitalization word usage and sentence construction of the English language as necessary to detect and correct basic errors in prepared materials
• Knowledge of or ability to learn quickly transition planning and post-secondary programs.
• Ability to work independently without direct supervision as a member of a team.
• Solve practical problems and deal with a variety of variables in situations where only limited standardization exists.
• Interpret a variety of instructions furnished in written oral diagram or schedule form.
• Keep current on changes in requirements of the job by possessing a willingness to attend training classes or workshops
• All employees must be able to communicate in an effective manner. Employees with English as a second language must be able to communicate their need for clarification and/or interpretation of directions.
• Effectively communicate verbally and written with staff parents and business partners.
• Oregon Drivers License or ability to get to and from work in a timely manner and perform the essential functions of the position.
• Medic First Aid Card (must be certified within the first 60 days of employment).
• Other certifications/trainings as required to execute the Essential Functions and Duties and Responsibilities of this position (i.e. blood sugar testing bee sting dispensing of prescription medication).
• Possess computer skills necessary for reporting and record keeping.

Preferred Skills and/or Experience:

• Previous experience working with students preferable with adolescents transitioning from school to work programs. Knowledgeable about a variety of post-secondary options specifically to assist students w/ disabilities in reaching their post-high goals; e.g. College vocational training programs collaboration with local state and federal community agencies: Vocational Rehabilitation Developmental Disabilities Services independent living resources employers and business partners preferred.

Education and/or Experience:

• High school graduation or GED math level would be sufficient to perform the essential functions and duties and responsibilities of this position
• Depending on individual assignments a combination of education and experience that equals 12-14 years
• One year experience with disabled adolescents in a school or vocational training setting is preferred

Language Skills:

Ability to comprehend interpret and explain pertinent laws rules regulations policies and procedures. Ability to read and comprehend instructions correspondence and memos. Ability to write reports business correspondence handbooks and procedure manuals. Ability to effectively present information and respond to questions from individuals or groups. Spanish fluency highly desired.

Mathematical Skills:

Skills to perform basic arithmetic calculations; ability to prepare various documents for the purpose of providing necessary information to state/federal agencies and appropriate district personnel (i.e. cost estimates budgets reports productivity reports etc).

Reasoning Ability:

Ability to solve practical problems and deals with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written oral diagram or schedule form.

Workplace Expectations:

Work effectively with and respond to people from diverse cultures or backgrounds.

Demonstrate professionalism and appropriate judgment in behavior speech and dress in a neat clean and appropriate professional manner for the assignment and work setting.

Have regular and punctual attendance.

Confer regularly with other licensed staff and immediate supervisor.

Follow all District policies work procedures and reasonable requests by proper authority.

Maintain the integrity of confidential information relating to a student family colleague or District patron.

Cultivate and model a respectful working and learning environment.

Work Environment:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

The employee often works under pressure due to short and inflexible deadlines. The employee is routinely interrupted by students staff visitors and/or telephone calls while performing complex tasks. The employee must work effectively in stressful situations exercising good judgment in making decisions. The employee is required to remain patient and tolerant with changing conditions. The noise level in the work environment is usually moderate.

Required Experience:

IC