Chicago Public Schools
Transition Specialist, Department of Rehabilitation Services (DRS) Liaison
Chicago Public Schools, Chicago, Illinois, United States, 60290
Chicago Public Schools (CPS) is one of the largest school districts in the United States, serving over 320,000 students in 600+ schools and employing approximately 40,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning.
The Office of Diverse Learner Supports & Services (ODLSS) is responsible for student evaluations, creating and monitoring Individualized Education Programs (IEPs), and working with schools, staff, and families to fulfill these plans toward greater student development and achievement. ODLSS uses a data-driven approach to best support the needs of each individual student and does so in compliance with federal and state regulations regarding special education, including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973.
Job Summary:
The Transition Specialist, DRS Liaison will be responsible for supporting the implementation, expansion and monitoring the successful execution of transition services for students with disabilities, including but not limited to services supported or provided by the Department of Rehabilitation Services (DRS), part of the Illinois Department of Human Services (IDHS). The Transition Specialist will implement coordinated activities to support students with disabilities in their transition to successful outcomes in post-secondary employment, education, training, independent living, and community involvement. This position will report to the ODLSS Transition Manager.
The Transition Specialist will be held accountable for the following responsibilities:
Serve as a liaison for an assigned caseload of schools, connecting students, families, and school personnel with support and services provided through DRSFacilitate the CPS to DRS referral process, providing the appropriate resources and information, and screening eligible students to ensure that they meet the DRS Order of Selection requirements for receiving vocational rehabilitation servicesManage data tracking systems used to monitor the progress of CPS student referrals to DRS services, including the completion of associated forms or processes, to ensure appropriate access to support throughout the student's school careerMonitor the collection of accurate data regarding student referrals across the assigned caseload and/or district; utilize data to inform decision-making regarding transition servicesCollaborate with school-based staff, particularly at schools with low DRS referrals or knowledge, to assist students with appropriate transition outcomesLead informational sessions and provide training for students, families, and school personnel on the transition planning process, DRS services and their potential impact on student transition outcomesSupport schools in the effective implementation and facilitation of structures promoting student, school, and family involvement in the transition planning processPromote increased awareness and accessibility to district-wide programs and/or services encouraging participation in activities supporting the three areas of transition: post-secondary employment, post-secondary education and/or training, and independent living skills trainingCollaborate with community partners, including city and state agencies, post-school service providers, university partners, and other organizations to identify new or additional school and community-based transition supports that may benefit CPS studentsInform district use of appropriate post-secondary readiness assessments to guide instruction and post-secondary planning for students with disabilitiesEnsure students, families, and school personnel are provided with ongoing access to accurate, relevant resources and information regarding topics such as community living, employment and post-secondary education/trainingSupport and promote awareness of the city-wide travel training program, including assisting with the delivery of student Ventra cards, as neededParticipate in the implementation of post-secondary-related grants, including accurate data collection, providing information to students, families, and school staff regarding new transition opportunities, and sharing relevant information across ODLSS in support of future grant opportunitiesCollaborate with Transition team colleagues in planning activities and events to increase post-secondary options for students such as career fairs, transition fairs, high school fairs, and job shadow days; recruit and support participants in the successful execution of these eventsAttend Individualized Education Plan (IEP) meetings as requested or necessary to support realistic post-secondary outcomes for studentsPerform other duties as assignedIn order to be successful and achieve the above responsibilities, the Transition Specialist must possess the following qualifications:
Education Required:
Bachelor's degree from an accredited college or university in Education, Rehabilitation Services, Counseling, Social Work or related field, requiredValid teaching certificate/Professional Educator's License (PEL) issued by the Illinois State Board of Education (ISBE) with LBSI and LBS-II Transition Specialist endorsement(s), strongly preferredMaster's degree in Transition Special Education or Rehabilitation Counseling and/or related graduate certification, preferredExperience Required:
Minimum of three (3) years of professional experience working with students with disabilities, such as case management services, advocacy support services, and/or community-based services, including the following, is required:Experience developing and implementing school-based interventions, transition or support plans, and conducting related evaluations/assessments of students with disabilitiesExperience coordinating services for individuals with disabilitiesExtensive experience in developing and delivering professional training related to school-to-career initiatives, comprehensive support processes, special education issues, and/or teaching and learningOther Requirements:
Bilingual fluency in English and Spanish, and/or American Sign Language, preferredKnowledge, Skills, and Abilities:
Strong knowledge of the following:Individuals with Disabilities Education Act (IDEA) and other disability civil rights laws including the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation ActThe taxonomy of transition and how it interfaces with the three areas of transition planningAdult services, vocational rehabilitation services, benefits (such as Medicaid Waivers and Social Security) and other supports/services available to adults with disabilities.Career development and vocational training opportunities, postsecondary education options, and school-to-career programmingVocational and other transition assessment techniques, tools or resourcesStrategies for developing, coordinating, and maintaining community-based work training programsFederal, state, and local child labor lawsExcellent verbal and written communication skillsAbility to build collaborative relationships and work effectively with a variety of constituent groups from diverse backgrounds, including both internal and external stakeholders and agencies, to cultivate an atmosphere of cultural responsiveness, respect, and teamworkCapable of promoting and encouraging parental involvement and participation in the transition processAbility to define problems, analyze data, and outline valid conclusions and action steps; capable of utilizing various software programs and data tracking systems for project and program efficiencyConditions of Employment
As a condition of employment with the Chicago Public Schools (CPS), employees are required to:
Establish/Maintain Chicago Residency -
Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions, however, all CPS employees must be residents of Illinois.Be Fully Vaccinated Against COVID-19 -
Unless approved for a medical or religious exemption, all employees are required to be up-to-date on COVID-19 vaccinations, including boosters, and to submit proof of vaccination to the district within 30 days of hire. "Up-to-date" on vaccination is defined as being at least two weeks past all primary vaccine doses and any applicable boosters.
The Office of Diverse Learner Supports & Services (ODLSS) is responsible for student evaluations, creating and monitoring Individualized Education Programs (IEPs), and working with schools, staff, and families to fulfill these plans toward greater student development and achievement. ODLSS uses a data-driven approach to best support the needs of each individual student and does so in compliance with federal and state regulations regarding special education, including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973.
Job Summary:
The Transition Specialist, DRS Liaison will be responsible for supporting the implementation, expansion and monitoring the successful execution of transition services for students with disabilities, including but not limited to services supported or provided by the Department of Rehabilitation Services (DRS), part of the Illinois Department of Human Services (IDHS). The Transition Specialist will implement coordinated activities to support students with disabilities in their transition to successful outcomes in post-secondary employment, education, training, independent living, and community involvement. This position will report to the ODLSS Transition Manager.
The Transition Specialist will be held accountable for the following responsibilities:
Serve as a liaison for an assigned caseload of schools, connecting students, families, and school personnel with support and services provided through DRSFacilitate the CPS to DRS referral process, providing the appropriate resources and information, and screening eligible students to ensure that they meet the DRS Order of Selection requirements for receiving vocational rehabilitation servicesManage data tracking systems used to monitor the progress of CPS student referrals to DRS services, including the completion of associated forms or processes, to ensure appropriate access to support throughout the student's school careerMonitor the collection of accurate data regarding student referrals across the assigned caseload and/or district; utilize data to inform decision-making regarding transition servicesCollaborate with school-based staff, particularly at schools with low DRS referrals or knowledge, to assist students with appropriate transition outcomesLead informational sessions and provide training for students, families, and school personnel on the transition planning process, DRS services and their potential impact on student transition outcomesSupport schools in the effective implementation and facilitation of structures promoting student, school, and family involvement in the transition planning processPromote increased awareness and accessibility to district-wide programs and/or services encouraging participation in activities supporting the three areas of transition: post-secondary employment, post-secondary education and/or training, and independent living skills trainingCollaborate with community partners, including city and state agencies, post-school service providers, university partners, and other organizations to identify new or additional school and community-based transition supports that may benefit CPS studentsInform district use of appropriate post-secondary readiness assessments to guide instruction and post-secondary planning for students with disabilitiesEnsure students, families, and school personnel are provided with ongoing access to accurate, relevant resources and information regarding topics such as community living, employment and post-secondary education/trainingSupport and promote awareness of the city-wide travel training program, including assisting with the delivery of student Ventra cards, as neededParticipate in the implementation of post-secondary-related grants, including accurate data collection, providing information to students, families, and school staff regarding new transition opportunities, and sharing relevant information across ODLSS in support of future grant opportunitiesCollaborate with Transition team colleagues in planning activities and events to increase post-secondary options for students such as career fairs, transition fairs, high school fairs, and job shadow days; recruit and support participants in the successful execution of these eventsAttend Individualized Education Plan (IEP) meetings as requested or necessary to support realistic post-secondary outcomes for studentsPerform other duties as assignedIn order to be successful and achieve the above responsibilities, the Transition Specialist must possess the following qualifications:
Education Required:
Bachelor's degree from an accredited college or university in Education, Rehabilitation Services, Counseling, Social Work or related field, requiredValid teaching certificate/Professional Educator's License (PEL) issued by the Illinois State Board of Education (ISBE) with LBSI and LBS-II Transition Specialist endorsement(s), strongly preferredMaster's degree in Transition Special Education or Rehabilitation Counseling and/or related graduate certification, preferredExperience Required:
Minimum of three (3) years of professional experience working with students with disabilities, such as case management services, advocacy support services, and/or community-based services, including the following, is required:Experience developing and implementing school-based interventions, transition or support plans, and conducting related evaluations/assessments of students with disabilitiesExperience coordinating services for individuals with disabilitiesExtensive experience in developing and delivering professional training related to school-to-career initiatives, comprehensive support processes, special education issues, and/or teaching and learningOther Requirements:
Bilingual fluency in English and Spanish, and/or American Sign Language, preferredKnowledge, Skills, and Abilities:
Strong knowledge of the following:Individuals with Disabilities Education Act (IDEA) and other disability civil rights laws including the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation ActThe taxonomy of transition and how it interfaces with the three areas of transition planningAdult services, vocational rehabilitation services, benefits (such as Medicaid Waivers and Social Security) and other supports/services available to adults with disabilities.Career development and vocational training opportunities, postsecondary education options, and school-to-career programmingVocational and other transition assessment techniques, tools or resourcesStrategies for developing, coordinating, and maintaining community-based work training programsFederal, state, and local child labor lawsExcellent verbal and written communication skillsAbility to build collaborative relationships and work effectively with a variety of constituent groups from diverse backgrounds, including both internal and external stakeholders and agencies, to cultivate an atmosphere of cultural responsiveness, respect, and teamworkCapable of promoting and encouraging parental involvement and participation in the transition processAbility to define problems, analyze data, and outline valid conclusions and action steps; capable of utilizing various software programs and data tracking systems for project and program efficiencyConditions of Employment
As a condition of employment with the Chicago Public Schools (CPS), employees are required to:
Establish/Maintain Chicago Residency -
Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions, however, all CPS employees must be residents of Illinois.Be Fully Vaccinated Against COVID-19 -
Unless approved for a medical or religious exemption, all employees are required to be up-to-date on COVID-19 vaccinations, including boosters, and to submit proof of vaccination to the district within 30 days of hire. "Up-to-date" on vaccination is defined as being at least two weeks past all primary vaccine doses and any applicable boosters.