Job Description

Terms of Employment: 10.5 Months

Exemption Status: Exempt

EACC Salary Scale – U15

https://www.ccboe.com/careers/salary-scales

EDUCATION AND WORK EXPERIENCE

• Bachelor’s degree and meets certification requirements as established by the Maryland Department of Education.
• Minimum of five years of successful teaching experience with students with disabilities, preferred.
• ACRE Certified or able to complete the ACRE Certification (Basic Employment Services-Association of Community Rehabilitation Educators).
• Valid Maryland driver’s license with a clean driving record.
• Ability to meet all CCPS Transportation Requirements.

QUALIFICATIONS

• Knowledge of laws, regulations, and legal issues regarding special education and secondary transition.
• Knowledge of subject matter and appropriate instructional methodologies in secondary transition.
• Knowledge and experience working with community services/partners such as DDA, DORS, DOL, Center for Independent Living, Community Rehabilitation Partners (CRP), etc.
• Experience in developing and implementing plans for students transitioning from school to adult life.
• Evidence of exemplary human relations skills.
• Evidence of exemplary organizational and planning skills.
• Evidence of ability to work effectively with students, parents, employers, community, and staff.

ESSENTIAL JOB FUNCTIONS

• Develop and implement instructional programming and transition services to support individuals with intellectual disabilities transitioning from high school to adult living.
• Utilize a variety of age-appropriate transition assessments (interviews, behavioral observations, situational assessments, and formal standardized measures) to identify individual student strengths, needs, interests, and preferences for future employment, training, and independent living.
• Develop, maintain, and implement student IEPs and transition plans based on individual assessment data.
• Design, revise, and maintain individualized student programs and schedules consisting of activities developed from student IEP goals/objectives.
• Provide instruction in the areas of employment, independent living, social skills, self-advocacy, communication, and community involvement utilizing teaching methods, materials, and adaptations appropriate to meet individual student IEP goals/objectives.
• Maintain student transition portfolios, which profile strengths, needs, preferences, and summary data.
• Coordinate with job placement staff to secure work-based learning and paid employment sites (i.e., job shadowing, internships, and paid employment) consistent with individual students’ IEPs.
• Collaborate with job placement and coaching staff to develop, supervise, and monitor individual student training plans.
• Collect data on all instructional activities in the classroom, community, or vocational setting.
• Plan and supervise instructional activities that are provided by staff or community partners.
• Connect students and families to community partners and services such as DDA, DORS, DOL, Center for Independent Living, etc.
• Provide information to students, parents, and IEP team on vocational training, integrated employment, continuing and adult education, adult services, independent living, and community participation options.
• Able to certify and adhere to all CCPS requirements to transport students in CCPS vehicles.

ADULT PROGRAMS

Adult Independence Program

AIP is designed to provide instruction related to functional life skills necessary for independence, competitive employment, community access, maintaining relationships, and participation in recreational and leisure activities. Instruction primarily occurs in the community and periodically in the classroom, where students experience adult-like activities firsthand, acquiring environmentally specific skills that support personal goals and seamless transitions to employment, travel, and community integration.

Adult Community Skills

ACS is designed to provide instruction related to functional life skills necessary for independence, community access, maintaining relationships, and participation in recreational and leisure activities. Instruction occurs in the classroom as well as the community. Students experience adult-like activities to acquire specific skills that support personal goals and seamless transition to Community Rehabilitation Providers, travel, and community integration.

Adult Living Skills

ALS is designed to provide instruction related to functional life skills necessary for independence, activities of daily living, community access, independence, maintaining relationships, and participation in recreational and leisure activities. Instruction often occurs in the classroom and occasionally in the community. Students experience adult-like activities to acquire specific skills that support personal goals and seamless transition to Community Rehabilitation Providers, travel, and community integration.

ENVIRONMENTAL FACTORS & PHYSICAL REQUIREMENTS

The environmental factors and/or physical requirements of this position include the following: While performing the duties of this job, the employee is required to have ordinary ambulatory skills sufficient to visit other locations; and the ability to stand, walk, stoop, kneel, crouch, and manipulate (lift, carry, move) light to medium weights of 10-50 pounds. Requires good hand-eye coordination, arm, hand, and finger dexterity, including the ability to grasp, and visual acuity to use a keyboard. The employee frequently is required to sit, reach with hands and arms, talk, and hear.

Charles County Public Schools reserves the right to re-advertise and modify the content of vacancy announcements at any time; however, this may be the only notice for this position during the noted advertisement period.

The Charles County public school system does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, gender identity, age, or disability in its programs, activities, or employment practices. For inquiries, please contact Dr. Michael Blanchard, Title IX/ADA/Section 504 Coordinator (students) or Nikial M. Majors, Title IX/ADA/Section 504 Coordinator (employees/ adults), at Charles County Public Schools, Jesse L. Starkey Administration Building, P.O. Box 2770, La Plata, MD 20646; 301-932-6610/301-870-3814. For special accommodations, call 301-934-7230 or TDD 1-800-735-2258 two weeks prior to the event.