Full-time positions supporting post-high school-age students (ages 18-22) with moderate disabilities in the areas of life skills, vocational exploration, career readiness, and community participationResponsibilities Include:Develop and implement academic lessons following the Massachusetts Curriculum Frameworks and differentiate/modify those lessons according to students Individualized Education Plans.Create, modify, and differentiate lessons based on the individual needs of students Provide direct instruction to students as needed in the areas of life skills, vocational exploration, career readiness, and community participation.Utilize instructional methods and materials that are most appropriate for meeting stated objectives, including planning for individual, small, and/or whole group activitiesCollaborate with appropriate staff and/or parents to develop an Individualized Education Program (IEP) with a focus on the transition planning processCoordinate and oversee community-based vocational job sitesConduct transitional evaluations and observations; write and present reports for team considerationConduct or supervise data collection, summarize results for student records and prepare written progress reportsEnsure required paperwork is completed and submitted according to their designated timeline Assign tasks to support staff and review their daily work with students Act as the liaison between Quincy Public Schools, state agencies, community partners and families to facilitate discussions about transition planning and servicesCollaborate and communicate with other professionals, including building administrators, related service providers, Special Education Director, and consultants to develop approaches that benefit each student to ensure that they are making effective progressPreferred Skills:Possesses a strong belief that all students can learn and be successful in schoolStrong communication skills Knowledge of community resources for vocational job sitesAbility to collaborate and communicate effectively with community partners and other colleagues in a professional mannerKnowledge of curriculum modification, assistive technology, augmentative/alternative communication, and behavioral supportsExcellent organizational and time management skillsUtilize data and reflection to plan for supports and interventionsAbility to seek resources and solutions to effectively solve problemsReports To:Building principal and special education team administratorDirector of Special Education & Special Education Coordinator
