School to Work Alliance Program (SWAP)

Coordinator Position Description

Job Details:

Shift type: 198 Day Contract - Full-time, year-round

Office locations: Durango and Cortez

Districts served: All 9 Districts

Salary: $49,000 to $51,000 annually, DOE 

I. POSITION IDENTIFICATION

SWAP Coordinator 

• This is a contract-funded position and duration is contingent upon continued funding. 

• As such the district and those individuals contracted to provide services shall operate in accordance with the current fiscal year contract between the Colorado Department of Labor and Employment/Division of Vocational Rehabilitation (DVR) and the District/BOCES. 

• The program is year-round and requires flexible schedules so that SWAP staff are available various hours twelve months of the year to provide direct services to DVR eligible individuals in a plan for employment. 

• While SWAP complements and enhances existing transition programs and services for both Education and DVR, it cannot replace mandated transition activities for either. 

II.  GENERAL INFORMATION

A.    Describe the purpose of the work unit.

The purpose of the SWAP is to provide a new pattern of services to youth with disabilities to increase successful employment outcomes through collaborative efforts. At the local level, school districts, BOCES/BOCS, DVR offices, local agencies and organizations, families, and employers develop a collaborative program. This collaborative effort supports a new pattern of service provision which involves local planning and the provision of transition services to youth with disabilities who are leaving school and entering into the adult community. The primary goals of the program are: 

• to incorporate the highly successful efforts of existing transition services into a  new pattern of services which lead to competitive employment by filling the gap in case management for youth with mild/moderate employment needs; and
• to enable the Colorado DVR to serve everyone who is eligible for services. 

 B.    Briefly summarize the purpose of this position.

Provide case management and direct services to young adults with disabilities who are potentially eligible, applicants of or are eligible to receive DVR services (meeting disability documentation requirements and able to benefit from the program); and have mild to moderate needs in employment; need support in developing vocational awareness, career exploration, and experiencing career and employment opportunities to become competitively employed and to achieve successful employment outcomes. 

Enhance transition but does not supplant those requirements of DVR and Education. 

The Coordinator position holds responsibilities for program management in addition to providing direct service provision to DVR potentially eligible and eligible clients. 

III. Primary Job Duties 

Document current, permanent, primary job duties.  The total of all duties must equal 100%.  Document the attributes of current essential functions using the detachable listing on the last page. 

Brief Duty Description:   The SWAP Coordinator is the lead person responsible for overall program administration of the program.  The Coordinator should:

• Make decisions about division of duties between providers that best serves the needs of the targeted population.
• Serve as trainer and mentor for SWAP Specialists providing case specific training regarding policies, procedures, practices and processes around transition.
• Provide input on performance evaluation of SWAP Specialists.
• Model compliance with acceptable casework practices and reporting requirements
• Contribute program knowledge to the district/BOCES completion of the annual Request for Continuation of Funds.
• Track direct program operating expenses and needs in order to contribute to district/BOCES fiscal conversations when building budget for following year.
• Has an understanding of the overall contract obligations and Statement of Work.
• Report to the District Designee and the administrative State Team (CDE/DVR) regarding administration of program.
• Maintain regular communication and collaboration with DVR and Education partners.
• Monitor caseload and delivery of services.
• Ensure that program is community based, year round, providing follow along services and case management. 

Provide specific examples of regular, ongoing decisions made/activities conducted by this position related to this duty: 

• Investigates and gathers all available school records to determine what may be useful for DVR’s eligibility process, and service determination (e.g. triennial, IEP, psych, medical, 504, etc.).
• Reviews work awareness, work exploration and work preparation activities completed in the Individual Education Program (IEP) and Individual Career and Academic Plan (ICAP) to assist DVR in identifying a viable job goal or what pre-employment transition services should be provided to incrementally build capacity towards a career pathway.
• Identification of potentially eligible students with disabilities who would benefit from pre-employment transition services.
• Development and implementation of pre-employment transition services to support and enhance the district/BOCES’ transition continuum.
• Identifies training needs for all involved parties including LEA staff, and DVR direct-service delivery staff, as well as with community and outside service providers. Provides the training or arranges for and monitors provision of services in accordance with the contracts and working agreements. In addition, provides technical assistance and consultation between the partnering agencies as well as service providers. 
• Challenges encountered may involve conflicts and problems requiring knowledge and application of agency/Community programs/education practices and procedures; techniques of mediation, negotiation, and conflict resolution and the process may also require alternative modes of communication (i.e. accommodation of the inability to hear, see, process information, etc.) and tactful, effective interaction with advocates. Provides services to DVR, students and youth with disabilities modeling these complex skills as well as teaching others.

ADAAA Essential Function?           X          Yes                  No

Functional Attributes:             Physical      n/a          Mental  1-11      Environmental   n/a        Hazards            n/a

Brief Duty Description:  Collaborates to schedule and complete intake process for applicants, including potentially eligible students with disabilities, explains and completes DVR’s Release of Information with correct signatures, obtains school records.  Assist in completing and gathering further information necessary for DVR eligibility determination and service provision including referral for pre-employment transition services, DVR’s application and intake, affidavit for lawful presence when appropriate, etc.  Acts as a liaison to assist in the understanding of DVR processes, decisions which affect them and methods to appeal decisions if there is a disagreement.

Provide specific examples of regular, ongoing decisions made/activities conducted by this position related to this duty:

• Investigates and gathers all available school records to determine what may be useful for DVR’s eligibility process, and service determination (e.g. triennial, IEP, psych, medical, 504, etc.).
• Reviews work awareness, work exploration and work preparation activities completed in the Individual Education Program (IEP) and Individual Career and Academic Plan (ICAP) to assist DVR in identifying a viable job goal or what pre-employment transition services should be provided to incrementally build capacity towards a career pathway.
• Identification of potentially eligible students with disabilities who would benefit from pre-employment transition services.
• Development and implementation of pre-employment transition services to support and enhance the district/BOCES’ transition continuum.
• Provide assistance taking the individual’s needs into consideration with completion of DVR referral and intake process.

Brief Duty Description:  After a young adult is determined eligible for services, a coordinated Individual Plan for Employment (IPE) is developed.  This plan outlines the services and training that each will need to prepare him/her to work and live in the community.  The plan is developed collaboratively and updated annually.  The plan identifies service needs and supports and the means by which linkages to service providers will occur.  Acts as a liaison to assist in the understanding of DVR processes, decisions which affect them, and methods to appeal decisions if there is a disagreement.

Provide specific examples of regular, ongoing decisions made/activities conducted by this position related to this duty.

• Assist DVR in gathering information to complete eligibility determination and the comprehensive assessment.
• Identify and gather appropriate school records which contribute to identifying a viable job goal and those services/goods needed to achieve the job goal (e.g. student work samples, transition focused assessments, work experience information, sample resume, interest inventories, Individual Career and Academic Plan, (ICAP), Summary of Performance and supplemental documents, etc.).
• If necessary, complete further assessments to help demonstrate interests, skills, and abilities in a vocational area.
• Contributes to community resource(s) and comparable benefit information for IPE development consideration.

Brief Duty Description:  Providing direct service to DVR eligible individuals and potentially eligible students with disabilities.  Coordinating the delivery of services as identified under an IPE and all IPE Amendments to attain positive program results.  Develop and provide pre-employment transition services that support and enhance the district/BOCES’ transition continuum to potentially eligible students with disabilities.  Provide case management linking students to community resources that promote their success.  Acts as a liaison to assist in the understanding of DVR processes, decisions which affect them and methods to appeal decisions if there is a disagreement.

Provide specific examples of regular, ongoing decisions made/activities conducted by this position related to this duty. 

• Provide pre-employment transition services that promote building a career pathway which align with the district/BOCES’ continuum needs but do not supplant education.  
• Job Exploration
• Work Place Readiness Skills Training
• Self-Advocacy
• Work Based Learning Experiences
• Post-Secondary Education and Counseling
• Work in collaboration with DVR to identify community resources and possible work-related activities for young adults. 
• Deliver services identified in an IPE
• Assessment
• Vocational Guidance
• Case Management
• Personal Adjustment Training
• Work Adjustment Training
• Job Coaching
• Job Seeking Skills Training
• Job Development
• Job Placement
• Gather semesterly transcripts or report cards for DVR to demonstrate measurable skills gains.
• Works in partnership with DVR Counselor to ensure that all service provision is in compliance with policy, procedure and regulatory guidance and that the case service record reflects appropriate documentation.
• Keeping client actively engaged in service delivery when complex situations arise causing barriers that impede progress toward achieving goals and participation. 
• Utilizes knowledge of career pathways, sector strategies and labor market information to assist client to enter competitive, integrated employment. 

*Physical, environmental, and hazards are subject to the type of vocational environment the young adult is working in.  Work environments shall abide by child labor laws for pre-employment transition services and/or placement.      

Brief Duty Description:  The provision of services to assure that a young adult competitively employed in an integrated setting remains gainfully employed for one year after DVR case closure.     Involves and notifies clients of all decisions which affect them and provides them with methods to appeal decisions if there is a disagreement.

Provide specific examples of regular, ongoing decisions made/activities conducted by this position related to this duty.

These services begin at a point in time when it is mutually agreed that no further intensive services are needed from the SWAP Staff.  This is usually at the same time as the DVR closure.  These services will continue for one year beyond the end of active SWAP services.  Services are geared toward the maintenance of employment. Follow-up services include: 

• Regularly scheduled contacts (at LEAST quarterly) between SWAP staff and youth to document the progress and issues/problems experienced by the youth during the transition years for job retention.
• Coordinating the provision of support services as needed,.
• Referral to adult agency service providers for new or additional services.
• Crisis intervention.
• Reconnection with DVR if the quarterly contact identifies the need for post-employment services through DVR. 

Brief Duty Description:  Complete all necessary documentation within timelines identified through the DVR process and/or SWAP Contract appropriately with appropriate information. 

Provide specific examples of regular, ongoing decisions made/activities conducted by this position related to this duty.

• Submit monthly progress reports in the format supplied by DVR that includes the requested descriptions of each SWAP Participant’s progress towards his or her individualized outcome during the preceding month no later than the 10^th day of each month.
• Complete the Notice of Employment form upon obtaining employment or being placed in competitive employment.
• Maintain files within guidelines provided by DVR for the required amount of time.
• Maintain monthly progress reports in the format supplied by DVR for those participant’s in follow along.
• Provide copies of monthly progress reports to education partners if participant is still enrolled in secondary education as a contribution to the ICAP and IEP. 

Brief Duty Description: Develop and participates in interagency transition practices and procedures that result in the creation of viable career pathways which lead to successful employment outcomes for students and youth with disabilities.  The position involves interacting with local education staff, community system providers, community referral sources, and DVR staff to promote vocational rehabilitation services.  

Provide specific examples of regular, ongoing decisions made/activities conducted by this position related to this duty.

• Negotiates and collaborates with multiple community programs and agencies with which DVR often shares common clients but also often have different goals and objectives to best combine resources to serve clients and avoid duplication of services and effort including education.
• Develops employer relationships that promote opportunities that better prepare young adults for succeeding in today’s workforce through collaborative programming including bringing the world of work into the classroom.
• Monitors contacts with employers and conducts on-going activity to market employment of persons with disabilities in the community by individual contacts and group presentations.
• Locating sufficient and appropriate community partners and/or service providers in order to meet the needs of individuals with disabilities.

IV.    GUIDANCE USED FOR ALL DUTIES INCLUDE BUT ARE NOT LIMITED TO:

School to Work Alliance Program Contract, SWAP 101 Manual, CDE/DVR Cooperative Services Agreement, LEA/DVR Local Working Agreements, LEA/DVR/Local Employer MOU for Project Search, IHE/DVR Cooperative Services Agreement, Cooperative Services Handbook for Youth in Transition, Transition Coalition Modules, Guidepost for Success, Individuals with Disabilities Education Act, Colorado Exceptional Student Services Act, Workforce Innovation Opportunity Act, WINTAC, NTACT, DVR Services Policy Manual, Vendor Code of Ethics, Americans with Disabilities Act, O*NET.  

V.    EXPERIENCES OF EMPLOYMENT

In performing duties A-F, provide examples of typical problems or challenges encountered by this position, and the guidance used to resolve the problem: 

• Every individual student’s situation must be analyzed and an appropriate plan of action coordinated with Education to ensure referral to DVR takes place when the student’s educational need(s) warrant pre-employment transition services or focus shifts from academic to employment.  The optimum timing for DVR to begin working with a student with a disability is when he or she is ready, and available, to engage in the activities necessary to incrementally building capacity towards a career pathway or work towards development an employment plan.  The time at which this occurs is unique to each individual, and does not necessarily correspond to a specific age or a specific event such as graduation.
• SWAP Providers work with all varieties of disabling differences and must account for difference in the way each individual perceives the impact of disability as well as their family members.  Each situation presents unique and multiple problem-solving challenges for which clearly established solutions, approaches, etc., do not exist. 
• SWAP implements a client’s program as prescribed by the DVR Counselor providing feedback and useful information, resources, comparable benefits and insight from knowledge of the client. 
• Helping to identify and solve complex challenges to obstacles which must be over overcome in order for individual to be successful on the job (e.g. transportation, procurement of assistive technology, creating supportive work environments, job coaching).
• Mediating between multidisciplinary professional education teams, youth, family members and vocational rehabilitation services to ensure a smoother transition from education environment to that of the adult world of work requires patience, positive attitude, personal persuasiveness, and innovation. 
• Identification of problem areas or additional needs which present themselves as obstacles to progressing towards employment outcomes. 
• Case management of other areas of need which present themselves as obstacles for client to overcome. 
• Promote and follow Board of Education policies, Superintendent policies, building, and department procedures
• Communicate, interact, and work effectively and cooperatively with youth, family members, education staff, DVR staff, community entities, and employers.
• Recognize important safety issues in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment, and report unsafe conditions for self, staff, and youth.   

VI.    CONDITIONS OF EMPLOYMENT

Education and Related Work Experience:

• Bachelor’s degree from an accredited college or university in human services or related field or equivalent in years of experience in related field can be considered in lieu of educational requirement
• Minimum of two (2) years experience in job development or related experience
• Experience working with diverse populations of young adults with disabilities
• Management and supervisory experience desired 

Licenses, Registrations, or Certifications:

• Criminal background check required for hire
• Ability to travel among school and community locations
• Can demonstrate legal residency

FUNCTIONAL ATTRIBUTES OF JOB DUTIES: