Adult Transition Program Special Education TeacherCase Manager

Adult Transition Program Special Education Teacher/Case Manager

Job Description

Reports to: Assistant Director

Contract Length & Wage Status: 10 months with an annual salary based on the MVSEA salary schedule

Primary Purpose:

The Adult Transition Program Special Education Teacher/Case Manager provides individualized instruction case management and transition planning for students ages 1822 with disabilities. The role focuses on developing independence across school home community and vocational settings through programming aligned with each students IEP.

Qualifications/Previous Experience:

Required:

• Illinois Professional Educator License with Special Education (LBS1) endorsement (or eligibility)

Preferred:

• Experience with transition-age students (1822) with disabilities
• Knowledge of transition planning assessments functional curriculum and adult-service systems
• Valid drivers license and ability to travel between sites

Key Responsibilities:

Instruction & Student Development

• Provide instruction in functional academics independent living vocational readiness social communication self-advocacy and daily living skills
• Teach practical life skills such as budgeting shopping cooking personal care home maintenance wellness and travel training
• Promote independence safety and self-determination

Case Management & Compliance

• Develop implement and monitor IEPs including transition goals services and progress reporting
• Serve as case manager including scheduling and facilitating IEP meetings and ensuring compliance
• Maintain accurate documentation (attendance service logs reports compliance materials)

Community & Vocational Programming

• Coordinate and supervise community-based vocational training and off-site instruction
• Travel to instructional and vocational sites including community colleges and local partners

Collaboration & Communication

• Collaborate with staff families district representatives and community partners to support student programming
• Communicate regularly with parents/guardians regarding student progress and needs
• Supervise and support paraprofessionals and support staff

Program Support

• Develop and adapt instructional materials and supports to meet individual needs
• Implement behavior intervention strategies and positive supports
• Perform additional duties as assigned

Professionalism:

• Works cooperatively with administrators consultants community members district liaisons and team members
• Provides feedback and effectively communicates with students and parents
• Follows the Board of Education district and building guidelines and procedures
• Maintains a high level of integrity fairness ethical behavior and confidentiality of information regarding students personnel and all job-related matters
• Punctual dependable & dedicated to providing a high-quality Special Education Programming
• Demonstrates flexibility and teamwork by completing other tasks as assigned

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment including personal computers and peripherals

Posture: Frequent sitting and standing bending/stooping transitioning from floor to standing pushing pulling and twisting

Vision: The abilities required for this position include close vision distance vision color vision peripheral vision depth perception and the ability to adjust focus

Motion: Frequent movement throughout the work environment repetitive hand motions frequent keyboarding use of a mouse and occasional reaching

Lifting: Ability to lift up to 35 pounds

Environment:May work prolonged or irregular hours

Mental Demands: Ability to solve complex problems in situations where only limited standardization exists; ability to interpret instructions provided in written and oral form; ability to work with frequent interruptions and maintain emotional control under stress.

*The mental demands physical demands and work environment characteristics are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable an employee with a disability to perform the essential functions.

The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities duties and skills required of personnel so classified.