CENTRAL DAUPHIN SCHOOL DISTRICT



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CENTRAL DAUPHIN SCHOOL DISTRICT POSITION DESCRIPTION

Position: Work Experience/Community Based Facilitators

Department: Special Education FLSA: Non Exempt

Reports To: Supervisor of Special Education and Building Principal

SUMMARY

Provide support in all transition activities leading to post-secondary success including community, continued post-secondary education, leisure, health and safety for identified special education students.

PRIMARY DUTIES AND RESPONSIBILITIES

A. Function as Transition Facilitators in all Special Education Programs.

• Facilitate a plan for surveying businesses and industry for prospective job sites.

➢ Survey school district for appropriate job sites for current 9th grade special education eligible work experience students, including life skills students.

➢ Follow-up business searches with employer interviewing to provide suitable employment placements for special education students. Matching employer needs with student interest and potential skill development.

➢ Tour business facilities to check safety issues, handicapped accessibility, work environment, social conditions, and a visualization of employment opportunities.

➢ Schedule and accompany student to job interviews and supervise students with completion of job related paper work (including business policy and procedures, handbooks, hazardous waste materials, orientation procedures.

➢ Accompany students to district work sites, interviews by work site supervisor. introduce to principal and building personnel.

➢ Notify school staff (teachers, special educators, principal and secretaries) of work schedule and transportation arrangements. Transportation arranged, also forwarded to employer and parents.

➢ Assist employer with work related problems (examples: strategies for increasing student worker production, problems with socially inappropriate behavior).

➢ Monitor student work site performance, including assisting employer with quarterly evaluations.

B. Request and collect data from occupational therapist, speech/language pathologist, physical therapist, group homes, to assist in developing employment plan.

• Distribute reports to buildings, administration and parents.

• Develop a work site agreement with employer, student and parent. Obtain

appropriate signature and disperse copies to all parties.

C. Provide in-service to co-workers and staff regarding student’s abilities, social behaviors and necessary accommodations (as per employment plan).

• Prepare district employee folders for Human Resources and Payroll.

• Assist work-site supervisors with job-related difficulties.

• Maintain all employment files for each student and help to compile recommendations for graduating seniors.

• Contact outside agency to set vocational evaluation dates based on student population.

• Interpret supervisor benchmark evaluation into quarterly report card grads. (This includes credit for work experience, physical education and field academics awarded in seven possible subjects.)

D. Explain Work Experience Program to parents and student.

• Conduct evening meetings in fall for 9th grade parents of special education students to explain work experience program and vocational evaluation process.

• Contact parents regarding employment outcome information including, appropriate work dress, shoe safety information, possible work hours, transportation arrangements and future opportunities. Brief parents on drug and alcohol procedures and initial assessment, job duties and responsibilities.

• Obtain parent permission for tine tests and physicals with school physicians. Make building level arrangements for tine test and reading of tine test and physicals.

Individual parent conferences to complete work experience forms i.e.:

Insurance Workman Compensation

Permission Program Benefits

Contract Transition Steps

Working Papers Attend current IEP with work

Explanation of Child Labor Laws experience goals and objectives

• Initiate and collect necessary paper work for employment, including 1-9 information, working papers and application information.

➢ Arrange drug and alcohol testing, facilitate transportation to and from testing center and review necessary paper work to permit testing.

➢ Arrange job coaching for those students needing service.

• Assign job coach to work with student in initial days/weeks of employment (based on employment need).

• Develop an appropriate employment plan with job coach based on student and employer needs and assign job coach to work with student in initial days/weeks of employment (based on employment need).

• Arrange follow-up schedule on daily, weekly, biweekly or monthly basis.

• Review and revise employment plan with job coach regarding strengths, problems at work, strategies for success, etc.

➢ Arrange follow-up schedule on daily, weekly, biweekly or monthly basis.

➢ Arrange transportation for vocational evaluation including setting up dates, notifying transportation, principal, teacher, parents, secretaries and students.

➢ Arrange transportation for 9th grade students. Notify transportation of building, work site, teachers and students.

E. Interview students regarding vocational goals and collect background and information on special education students in grades 9,10,11,12. (To include vocational goals, previous work experience, interpersonal skill, interest, etc.). To begin or continue a job search of perspective employment in the community.

• Present program options for high school to students during spring of 8th grade year.

• Assist 8th grade teachers with initial employment paper work necessary for 9th grade year.

➢ Introduce staff to 9th grade student and set appointments for personal interviews to include explanation of vocational evaluations.

• IEP development and participation for all work experience students.

• Implement employment plan including monitoring of work site information sharing between job coach and facilitator. Collection of employment data related to plan.

• Prepare data to review progress and set timeline goals to continue or modify the employment plan.

F. Other duties as assigned by the Supervisor of Special Education or the Building Principal

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

QUALIFICATIONS

Knowledge and Skills: requires comprehensive knowledge of state and federal laws, regulations and procedures with special education and district operations. In-depth knowledge of instructional practice and child development practices and principles required.

Abilities: demonstrate a strong foundation in communication skills. Requires the ability to plan, develop and maintain programs for the successful operation of the program. Must be able to establish harmonious and effective working relationships with school administrators, outside agencies, staff and public. Requires the ability to independently perform the duties of the position.

Physical Abilities: See attached

Education and Experience: Bachelors degree and PA Special Education certification required. Cooperative Ed certification may also qualify.

12/05/05

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