Job Details
| Region: | 20 |
| School District/Employer: | South San Antonio ISD |
| District Category/Employer: | Central Office |
| Position: | Specialist |
| Assignment Level: |
Level
|
| Job Title: | Special Education Facilitator for Transition and Secondary Supports |
| School: | South San Antonio ISD |
| Campus Description: | Special Education Department |
| Date Posted: | 6/10/2025 |
| Deadline: | 2025-06-18 |
| Openings: | 1 |
| Commitment: | Full Time |
| Description/Notes: | Job Title: Special Education Facilitator for Transition and Secondary Supports Wage/Hour Status: Exempt Reports to: Director of Special Education Pay Grade: AP-3 Days: 226 Dept./School: Special Education Funding Source: 224-21-6119-00-813-23x-xxx Primary Purpose: The Special Education Facilitator for Transition and Secondary Supports, under the direction of the Special Education Director, is responsible for providing leadership and support in transition services and postsecondary programming across the district. This role focuses on improving instructional outcomes and supporting teachers in a variety of special education instructional settings at secondary campuses, including life skills, behavioral, and transitional classrooms with emphasis on the high school. The Facilitator collaborates with students, families, staff, community agencies, and employers to develop and implement effective Individualized Education Programs (IEPs) and postsecondary plans that equip students for success beyond high school. Additionally, this position ensures program compliance with state and federal regulations, provides professional development and coaching to secondary campus staff, and facilitates effective communication and stakeholder engagement to promote successful student outcomes in transition and postsecondary education. Qualifications: Education/Certification: Current state certification on file in the district office, listing certification endorsements in Special Education, preferred Master’s degree from an accredited college or university Candidate must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50.00) paid by the employee Special Knowledge/Skills: Background and experience working with students from residential facilities, including knowledge of specific guidelines and state requirements Knowledge of the Admission, Review, and Dismissal (ARD) Committee process and the development and implementation of Individualized Education Plans (IEPs) and transition goals Strong organizational skills with the ability to prioritize tasks and manage multiple responsibilities Effective communication and interpersonal skills to collaborate with students, staff, families, and community partners General knowledge of curriculum and instruction, with the ability to support teachers in a variety of secondary special education instructional settings Understanding of state and federal regulations and best practices for transition services and postsecondary outcomes for students with disabilities. Experience: Minimum 3 years teaching experience required in special education in secondary level 3 years experience in leadership and/or mentor roles Major Responsibilities and Duties: Transition Services and 18+ Program Oversight Provide support and leadership for the district’s secondary campuses in developing and implementing transition-focused Individualized Education Programs (IEPs). Oversee the district’s 18+ program, including program materials, family resources, student orientation, and annual celebrations. Review and update marketing materials and program resources to promote transition services and the 18+ program. Collaborate with high school special education staff to support students and families transitioning into postsecondary programs and services. Maintain and update program and family handbooks to reflect current resources, procedures, and opportunities. Monitor student progress in developing career portfolios and employability skills. Provide data and narrative reports on the progress and procedures of transition and 18+ services. Collaboration and Stakeholder Engagement Work with students, parents, and campus staff to develop transition-focused IEPs through the ARD Committee process. Communicate with students, families, educational coaches, guidance counselors, and administrators to support the individualized needs of students. Establish and maintain rapport with students, teachers, colleagues, and community agencies involved in transition services. Collaborate with employers and other community partners to create meaningful learning opportunities for students. Serve as a resource to campus personnel and outside agencies to support the transition process and student employability skills. Support and connect families with outside agencies to facilitate access to appropriate community resources and services. Serve as district point of contact for Regional Day School Program for the deaf. Instructional Support and Program Development Support teachers at secondary campuses in implementing effective instructional practices within a variety of special education instructional settings, including self-contained, resource, inclusion, and transitional programming. Collaborate with teachers and staff to improve instructional outcomes for students with disabilities, with a focus on alignment of curriculum, accommodations, modifications, and positive behavior supports. Work with high school staff to provide training and support to improve instructional practices in a variety of settings to meet the needs of students with disabilities. Provide training and coaching to teachers in the development and implementation of instructional strategies that promote student success in secondary and postsecondary settings. Recommend improvements in the purpose, design, and implementation of instructional programming for students with transition and postsecondary goals. Provide guidance, information, and support to parents and school staff on vocational, employability, self-help, and independent living skills. Collaborate with other service providers to align transition services and build employability skills for students. Maintain up-to-date knowledge of labor market trends and needs to support program development and postsecondary goals for students. Serve as coordinator for In-Home/Parent Training programs, including recruitment, training, needs assessments, and goal development. Compliance and Reporting Facilitate compliance with federal, state, district, and campus policies and procedures related to transition and postsecondary programming. Work with all secondary campuses to ensure transition paperwork within IEPs is accurate and compliant. Compile and maintain all required physical and computerized reports, records, and other documentation for transition and 18+ services. Monitor and submit required data to ensure compliance with state performance indicators and reporting requirements. Participate in folder reviews and audits to ensure accurate and up-to-date transition documentation. Professional Development and Continuous Improvement Participate in professional development activities to maintain current knowledge of best practices in transition services, employability training, and postsecondary programming. Provide ongoing coaching, support, and professional development for secondary campus staff in the areas of instructional practices, transition planning, and instructional delivery across various settings. Attend and participate in department and campus staff meetings, and serve on committees as required to support transition initiatives and continuous improvement. Communication Establish and maintain open communication by conducting conferences with principals, teachers, and related service providers. Maintain a professional relationship with colleagues and community members. Use effective communication skills to present information accurately and clearly. Other Participate in staff development activities to improve job-related skills. Keep informed of and comply with federal, state, district, and school regulations and policies. Compile, maintain, and file all physical and computerized reports, records, and other documents required. Attend and participate in faculty meetings and serve on staff committees as required. Perform other job-related duties as assigned by the Director of Special Education. Working Conditions: Mental Demands/Physical Demands/Environmental Factors: Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting Motion: Frequent walking, standing, stooping, bending, kneeling, pushing, and pulling. Lifting: Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment, and may work prolonged or irregular hours Environment: Exposure to biological hazards, and frequent district wide travel Mental Demands: Maintain emotional control under stress The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. I have reviewed the Job Description for my assigned position, Special Education ARD/Instructional Facilitator understand the duties and responsibilities associated with the position and agree that I am capable of performing these duties. Fully funded employees (100%): I acknowledge that I am aware that my salary is fully funded out of the IDEA-B Formula program and that 100% of my time and effort is focused on meeting the IDEA-B Formula program goal to provide special education and related services to children with disabilities ages 3-21. This position is supported and funded through a single cost objective. |
| Qualifications: | Education/Certification: Current state certification on file in the district office, listing certification endorsements in Special Education, preferred Master’s degree from an accredited college or university Candidate must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50.00) paid by the employee Special Knowledge/Skills: Background and experience working with students from residential facilities, including knowledge of specific guidelines and state requirements Knowledge of the Admission, Review, and Dismissal (ARD) Committee process and the development and implementation of Individualized Education Plans (IEPs) and transition goals Strong organizational skills with the ability to prioritize tasks and manage multiple responsibilities Effective communication and interpersonal skills to collaborate with students, staff, families, and community partners General knowledge of curriculum and instruction, with the ability to support teachers in a variety of secondary special education instructional settings Understanding of state and federal regulations and best practices for transition services and postsecondary outcomes for students with disabilities. Minimum 3 years teaching experience required in special education in secondary level 3 years experience in leadership and/or mentor roles |
| Salary Range: | Pay Grade: AP-3 Days: 226 Salary:$68,498 to $100,633 Per Year |
| Benefits: | Please see the website for benefits. |
| How To Apply: | https://www.southsanisd.net/departments/human-resources/job-opportunities |
Contact Person:
| Name: | Rita Uresti |
| Email: | rita.uresti@southsanisd.net |
| Address: | 1450 Gillette Blvd |
| City: | San Antonio |
| State: | TX |
| Zip: | 78224 |
| Phone: | (210) 977-7000 |
| Fax: | (210) 977-7021 |