Coordinator II - JDC Title I Transition

Purpose Statement

The job of Coordinator II - JDC Title I Transition is done for the purpose/s of supporting academic, social and behavioral programming and to coordinate the development of school-based and work-based competencies toward successful transition of students.

Essential Functions

• Assist with curriculum development for the purpose of ensuring students' academic and social needs in the area of learning basic academic skills and self-discipline are met.
• Assist goal setting and individualized education plans for the purpose of ensuring career development is relevant.
• Assists the teachers and principals (e.g. defining needs, developing plans, establishing goals, formulating policies and procedures, etc.) for the purpose of ensuring the transition of students to schools, credentialed training programs or post-secondary opportunities.
• Assists teachers with documentation to prepare transition and coordinate interventions of students for the purpose of substantiating the occurrence with a written record.
• Attends meetings (e.g. collaborative staff meetings, parents meetings, etc.) for the purpose of receiving and relaying relevant `information.
• communicates regularly with students, staff, and parents/guardians for the purpose of keeping all involved parties with up-to-date information.
• Coordinate the JDC teachers, with other building staff, and/or outside agencies for the purpose of ensuring the individual students needs are being met.
• Coordinates and monitors the development of an individualized Student Transition Plan for the purpose of efficiently delivering services.
• Documents support services (e.g. substance abuse treatment, counseling, group therapy, family therapy, living skills, social skills groups, parent training, mentoring assignment, tutoring, safety planning, recreational programs, etc.) for the purpose of documenting support service(s) assignments.
• Encourages parent participation in the transition planning and process for the purpose of providing relevant information regarding community resources available for both the student and their family.
• Ensures timely transfer of records between school and juvenile detention facility for the purpose of having a minimum amount of disruption in the academic process.
• Ensures prompt placement of released students back into their school or into an alternative placement for the purpose of making the transition seamless.
• Participates, as needed, in pre-transition visit to a school with student for the purpose of making the transition a positive experience.
• Performs other related duties as assigned by the principal for the purpose of ensuring the efficient and effective function of the work unit.
• Supports students individually, in small groups, and within the classroom for the purpose of advancing the academic, social and behavioral needs of students.
• Supports implementation of the Positive Behavior Supports program for the purpose of promoting the program facility wide.

Other Functions

Job Requirements:  Minimum Qualifications

Skills, Knowledge and Abilities

SKILLS are required to perform multiple, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: using pertinent software applications; ability to coordinate, design, structure, and integrate school-based work instructions;.

KNOWLEDGE is required to perform advanced math; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions.  Specific knowledge based competencies required to satisfactorily perform the functions of the job include: knowledge of community resources; office application software;.

ABILITY is required to schedule activities and/or meetings; routinely gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing a variety of complex processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize a variety of job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is limited. Specific ability based competencies required to satisfactorily perform the functions of the job include: organizing tasks; working as part of a team; adhering to district policies; and regular attendance except when taking approved leave.

Responsibility

Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; supervising the use of funds. Utilization of resources from other work units is often required to perform the job's functions. There is a continual opportunity to significantly impact the organization’s services.

Working Environment

The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling,  frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 40% sitting, 40% walking, and 20% standing.  The job is performed under minimal temperature variations and under conditions with some exposure to risk of injury and/or illness.

Experience      Job related experience is desired.

Education        Bachelors degree in job-related area.

Equivalency   

FLSA Status                                        Approval Date                              Salary Range

Non Exempt                                                                                                 21