Community Connections Facilitator (SY26-27)

The Community Connections Facilitator (CCF) will be an education professional who is experienced and knowledgeable about the needs of middle and secondary school students with disabilities as they prepare for transition to adult life opportunities such as employment post secondary education training and independent living (if appropriate). The person will ensure that effective transition planning takes place and that current and effective strategies like Person Centered Planning are conducted. The CCF will support the school staff in the development of transitional programming to assure all students reach their goals . The CCF will implement a student database system to document the students progress toward meeting goals. The CCF will maintain a high level of professionalism responsibility consistency and respect at all times. The CCF will provide and share professional development in all realms of transition and their student database documentation system.

REPORTS TO:Assistant Director of Transition Services (Office of Special Education)

RESPONSIBILITIES:

• Work with members of the STRIVE team utilizing an individualized service coordination and team approach toward facilitating multiple positive outcomes for students with disabilities. Outcomes may include employment post-secondary school enrollment training programs and independent living.
• Collaborate with faculty across the school system including regular education teachers to ensure that students with disabilities become involved in the vocational continuum.
• Facilitate the development of a work-based learning plan once the student is placed in a school or community based work experience.
• Collaborate with school-based teams to facilitate and determine the type of accommodations that might be needed by a student in the work site or other community-based settings.
• Attend professional development workshops and conferences to remain current in terms of special education laws.
• Provide community access to: travel training potential work sites internship opportunities adult service providers post-secondary opportunities.
• Facilitate and maintain interagency agreements with a wide range of employers and community resources.
• Provide ongoing family support including but not limited to: the rights of persons with disabilities options related to independent living and accessible housing guardianship intake and eligibility for adult service providers appropriate prevocational and vocational training opportunities.
• Conduct ongoing documentation of student participation in services facilitated through STRIVE.
• Other duties as required

Other responsibilities as required:

• Collaborate with Guidance Director and Guidance
• Collaborate with middle school staff
• Collaborate with related service providers at middle and high schools
• Collaborate with COSE to to ensure that SWDs have required documentation
• When appropriate ensure 688 referrals are completed for SWDs
• Monitor and review high needs cases

CORE COMPETENCIES:Using the Rubric of Specialized Instructional Support Personnel (SISP) the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.

1. Accountability for Student Achievement

(II-A-1 Quality of Effort and Work II-D-2 High Expectations I B-2 Adjustments to Practice)

• Sets ambitious learning goals for all students uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
• Consistently defines high expectations for student learning goals and behavior.
• Assesses student learning regularly using a variety of assessments to measure growth and understanding.
• Effectively analyzes data from assessments draws conclusions and shares them appropriately.

1. Communicating Professional Knowledge

(I-A-1 Professional Knowledge I-A-2 Child Adolescent Development I-A-3 Plan Development)

• Exhibits strong knowledge of child development and how students learn and behave and designs effective and rigorous plans for support with measurable outcomes.
• Demonstrates knowledge of students developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.

1. Equitable & Effective Instruction

(II-A-3 Meeting Diverse Needs II-A-2. Student Engagement II-B-1. Safe Learning Environment II-B-2 Collaborative Learning Environment I-D-3 Access to Knowledge)

• Builds a productive learning environment where every student participates and is valued as part of the class community.
• Uses instructional and clinical practices that are likely to challenge motivate and engage all students and facilitate active participation.
• Consistently adapts instruction services plans and assessments to make curriculum/ supports accessible to all students.

1. Cultural Proficiency

(II-C-1. Respects Differences II-C-2. Maintains Respectful Environment)

• Actively creates and maintains an environment in which students diverse backgrounds identities strengths and challenges are respected.

1. Parent/Family Engagement

(III-A-1. Parent/Family Engagement III-B-2. Collaboration)

• Engages with families and builds collaborative respectful relationships with them in service of student learning.
• Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.

1. Professional Reflection & Collaboration

(IV-A-1. Reflective Practice IV-C-1. Professional Collaboration IV-C-2. Consultation)

• Regularly reflects on practice seeks and responds to feedback and demonstrates self-awareness and commitment to continuous learning and development.
• Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development and to plan appropriate interventions at the classroom or school level.
• Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic behavioral and social/emotional learning experiences for students.

QUALIFICATIONS - REQUIRED:

1. Bachelors Degree in Special Education or a related field
2. Active and valid MA DESE Teacher License in Moderate or Severe Disabilities
3. Experience working in multicultural environments and with students with a broad range of abilities and disabilities
4. Knowledge of special education and transition mandates current strategies like Person Centered Planning natural supports related laws and regulations
5. Computer literacy competencies
6. Sensitivity to student cultural and special needs
7. Ability to work as a member of a team
8. Must be a resident of the City of Boston or be willing to move to the City of Boston if hired.

QUALIFICATIONS - PREFERRED:

1. Masters degree in education or related field
2. Full familiarity with special education initiatives
3. Proven track record in community skills development such as in the area of career development
4. 3 years community or job skills development experience with similar student populations or equivalent experience
5. Counseling vocational rehabilitation or social work degree(s) or related experience
6. Experience in the assessment of students with disabilities
7. Knowledge of Boston-based resources and business

Terms/Salary Grade: BTU Group I Plus 10% for the 11th month. The position requires that the professional be available to work a flexible schedule between 7:00 a.m. and 6:00 p.m. daily not to exceed 6 hours and 40 minutes per day and be available during school vacations some holidays evening beyond 6:00 p.m. weekends and summer hours as needed.In no event shall a staff member be required to work more than four weeks during the summer recess or more than one school vacation in order to fulfill the extra 18-day commitment.

Please refer tothe BPS websitefor more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

The start and end times of BPS schools vary as do the lengths of the school day. Some BPS schools have a longer school day through the Schedule A Expanded Learning Time (ELT) agreement.

The Boston Public Schools in accordance with its nondiscrimination policies does not discriminate on the basis of race color age criminal record physical or mental disability pregnancy or pregnancy-related conditions homelessness sex/gender gender identity religion national origin ancestry sexual orientation genetics natural or protective hairstyle military status immigration status English language proficiency or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation or bias-based intimidation threat or harassment that demeans individuals dignity or interferes with their ability to work or learn.If you require an accommodation pursuant to the ADA for the application process please contact the Accommodations Unit at.