Community Connections Facilitator (SY26-27)

Job Description

The Community Connections Facilitator (CCF) will be an education professional who is experienced and knowledgeable about the needs of middle and secondary school students with disabilities as they prepare for transition to adult life opportunities such as employment, post secondary education training and independent living (if appropriate). The person will ensure that effective transition planning takes place, and that current and effective strategies like Person Centered Planning are conducted. The CCF will support the school staff in the development of transitional programming to assure all students reach their goals . The CCF will implement a student database system to document the student's progress toward meeting goals. The CCF will maintain a high level of professionalism, responsibility, consistency, and respect at all times. The CCF will provide and share professional development in all realms of transition and their student database documentation system.

REPORTS TO: Assistant Director of Transition Services (Office of Special Education)

RESPONSIBILITIES:

• Work with members of the STRIVE team utilizing an individualized service coordination and team approach toward facilitating multiple positive outcomes for students with disabilities. Outcomes may include employment, post-secondary school enrollment, training programs, and independent living.
  
• Collaborate with faculty across the school system including regular education teachers to ensure that students with disabilities become involved in the vocational continuum.
  
• Facilitate the development of a work-based learning plan once the student is placed in a school or community based work experience.
  
• Collaborate with school-based teams to facilitate and determine the type of accommodations that might be needed by a student in the work site or other community-based settings.
  
• Attend professional development, workshops, and conferences to remain current in terms of special education laws.
  
• Provide community access to: travel training, potential work sites, internship opportunities, adult service providers, post-secondary opportunities.
  
• Facilitate and maintain interagency agreements with a wide range of employers and community resources.
  
• Provide ongoing family support including, but not limited to: the rights of persons with disabilities, options related to independent living, and accessible housing, guardianship, intake and eligibility for adult service providers, appropriate prevocational and vocational training opportunities.
  
• Conduct ongoing documentation of student participation in services facilitated through STRIVE.
  
• Other duties as required

Other responsibilities as required:

• Collaborate with Guidance Director and Guidance
  
• Collaborate with middle school staff
  
• Collaborate with related service providers at middle and high schools
  
• Collaborate with COSE to to ensure that SWDs have required documentation
  
• When appropriate, ensure 688 referrals are completed for SWDs
  
• Monitor and review high needs cases

CORE COMPETENCIES: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.

Accountability for Student Achievement

(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)

• Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
  
• Consistently defines high expectations for student learning goals and behavior.
  
• Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
  
• Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.

Communicating Professional Knowledge

(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)

• Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
  
• Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.

Equitable & Effective Instruction

(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)

• Builds a productive learning environment where every student participates and is valued as part of the class community.
  
• Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
  
• Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.

Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)

• Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected.

Parent/Family Engagement

(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)

• Engages with families and builds collaborative, respectful relationships with them in service of student learning.
  
• Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.

Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)

• Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
  
• Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.
  
• Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.

QUALIFICATIONS - REQUIRED:

Bachelor's Degree in Special Education or a related field
Active and valid MA DESE Teacher License in Moderate or Severe Disabilities
Experience working in multicultural environments and with students with a broad range of abilities and disabilities
Knowledge of special education and transition mandates, current strategies like Person Centered Planning, natural supports, related laws and regulations
Computer literacy competencies
Sensitivity to student cultural and special needs
Ability to work as a member of a team
Must be a resident of the City of Boston or be willing to move to the City of Boston if hired.

QUALIFICATIONS - PREFERRED:

Master's degree in education or related field
Full familiarity with special education initiatives
Proven track record in community skills development such as in the area of career development
3+ years community or job skills development experience with similar student populations or equivalent experience
Counseling, vocational rehabilitation, or social work degree(s), or related experience
Experience in the assessment of students with disabilities
Knowledge of Boston-based resources and business

Terms/Salary Grade: BTU, Group I, Plus 10% for the 11th month. The position requires that the professional be available to work a flexible schedule between 7:00 a.m. and 6:00 p.m. daily, not to exceed 6 hours and 40 minutes per day, and be available during school vacations, some holidays, evening beyond 6:00 p.m., weekends and summer hours, as needed. In no event shall a staff member be required to work more than four weeks during the summer recess or more than one school vacation in order to fulfill the extra 18-day commitment.

Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at [email protected].

Welcome to ATX Learning

Boston Public Schools are currently hiring for SY24-25. Please apply to positions for which you are qualified and prepare for virtual interviews, demo lessons, and other remote hiring practices!

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