Cedar Rapids Community School District
TAP Specialist
Cedar Rapids Community School District, Cedar Rapids, Iowa, United States, 52404
Position Description
The Transition Alliance Program (TAP) specialist coordinates assessments, diagnostic services, job development with businesses, maintains databases and job training for youth, monitors participants via the comprehensive TAP matrix, assists skill development on and off the work site, provides job coaching, completes reports and evaluations, and helps individuals access community resources. The specialist supports TAP Coordinators in training individuals (ages 15‑25) for competitive employment and independent living, providing community‑ and school‑based support.
Responsibilities
Communicate effectively with TAP participants, their parents, and a wide variety of professionals.
Desire to work with young people with disabilities.
Self‑motivated, flexible, and able to meet deadlines; able to shift between duties independently.
Work with individuals with a wide range of disabilities and from diverse socio‑economic, cultural, and ethnic backgrounds.
Hold a valid driver’s license to transport TAP participants.
Assist in the development and implementation of individual employment plans.
Work independently under the direction of the TAP Coordinator and TAP Facilitator.
Maintain accurate, up‑to‑date records and utilize Excel to manage the program matrix.
Handle problems and crisis situations as needed.
Develop positive relationships with a diverse population.
Promote a positive attitude regarding TAP, Vocational Rehabilitation, and the Cedar Rapids Community School District.
Possess computer skills necessary for job searches, online vocational and educational activities.
Collaborate with job coaches, counselors, and special education teachers.
Provide job coaching and training on work sites, complete evaluation and exploration activities at job shadowing sites.
Assist participants in learning skills and completing activities necessary for competitive employment, including:
Writing resumes
Completing job applications
Obtaining information on job openings
Interviewing techniques
Accessing organizations and agencies that assist in job placement and referral
Accessing training or educational programs
Learning specific job skills
Coaching the participant at the job site
Learning and utilizing problem‑solving skills for job success
Assist participants in learning skills and completing activities necessary for independent living, including:
Attaining skills needed to obtain a driver’s license
Accessing community agencies and support services
Completing forms and paperwork as necessary
Using the MET bus system and reading schedules
Obtaining insurance and financial information and completing related tasks
Developing problem‑solving skills for independent living
Complete other record‑keeping and clerical duties as directed, including:
Maintaining the Excel matrix for all TAP participants
Answering the telephone, taking messages, scheduling appointments, and sharing program information
Completing reports and participant program goal information
Filing and other office tasks as needed
Using the district’s computer‑based records system
Qualifications
Valid driver’s license.
Bachelor’s degree in Education or a related Human Services field.
Previous experience in transitioning individuals into the workplace; Job Coaching Certification is preferred.
Prior experience working with individuals with disabilities is preferred.
Preferred Skills and Qualifications
Master’s degree in counseling, education, social work, public health, or a closely related field.
Certifications or endorsements in mental health, first aid/CPR, Supported Employment, or related areas.
Leadership, support, and coaching experience with teams.
Demonstrated experience in Supported Employment, Secondary Transition, or related fields.
Growth mindset, flexibility to change, and openness to new ideas.
Full Time (261 Day) Salaried Position Start Date: ASAP
Salary: $50,000 – $54,000
Essential Functions To perform this job successfully, an individual must be able to complete each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Language Skills Ability to read, analyze, interpret, and implement ideas in technical documents, reports, regulations, etc. Ability to write reports and communications to administrators, colleagues, parents, students, and staff. Ability to present information orally and respond to questions from administrators, teachers, staff, and students.
Mathematical Skills Ability to perform basic mathematical functions and use spreadsheets and reporting documents for data computation.
Reasoning Ability Ability to solve problems effectively and interpret instructions in written, oral, diagrammatic, or schedule form.
Other Skills and Abilities Ability to establish and maintain effective working relationships with administrators, colleagues, community members, staff, and students. Ability to speak clearly and concisely in both oral and written communication. Awareness of all district requirements and Board of Education policies.
Physical Demands Frequent standing, walking, using hands and fingers to handle, feel objects, handle tools, and communicate. Frequent typing and handling documents. Frequent squatting, stooping, kneeling, reaching above the head and forward 0–24 inches, and occasionally up to 36 inches. Frequent hand strength to grasp items. Frequent bending or twisting at the neck and trunk. Occasional lifting or moving up to 50 pounds within 0–12 feet, and occasionally up to 20 feet. Specific vision abilities required: close vision, color vision, and the ability to adjust focus while working with computers, written materials, reports, and assessment data.
Work Environment Noise level often quiet but may become loud in large group settings. This position requires professional working hours, including arriving and leaving as directed, and may require extending beyond a typical 7:30 a.m.–4:30 p.m. workday. Mainly indoor temperatures; occasional outdoor work. Occasional work in outdoor environments.
Equal Opportunity Employer The Cedar Rapids Community School District is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.
Federal law obligates an employer to provide reasonable accommodation for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer. If you or someone you know requires accommodation in the hiring process, contact the Executive Director of Human Resources at 319‑558‑2747.
#J-18808-Ljbffr
Responsibilities
Communicate effectively with TAP participants, their parents, and a wide variety of professionals.
Desire to work with young people with disabilities.
Self‑motivated, flexible, and able to meet deadlines; able to shift between duties independently.
Work with individuals with a wide range of disabilities and from diverse socio‑economic, cultural, and ethnic backgrounds.
Hold a valid driver’s license to transport TAP participants.
Assist in the development and implementation of individual employment plans.
Work independently under the direction of the TAP Coordinator and TAP Facilitator.
Maintain accurate, up‑to‑date records and utilize Excel to manage the program matrix.
Handle problems and crisis situations as needed.
Develop positive relationships with a diverse population.
Promote a positive attitude regarding TAP, Vocational Rehabilitation, and the Cedar Rapids Community School District.
Possess computer skills necessary for job searches, online vocational and educational activities.
Collaborate with job coaches, counselors, and special education teachers.
Provide job coaching and training on work sites, complete evaluation and exploration activities at job shadowing sites.
Assist participants in learning skills and completing activities necessary for competitive employment, including:
Writing resumes
Completing job applications
Obtaining information on job openings
Interviewing techniques
Accessing organizations and agencies that assist in job placement and referral
Accessing training or educational programs
Learning specific job skills
Coaching the participant at the job site
Learning and utilizing problem‑solving skills for job success
Assist participants in learning skills and completing activities necessary for independent living, including:
Attaining skills needed to obtain a driver’s license
Accessing community agencies and support services
Completing forms and paperwork as necessary
Using the MET bus system and reading schedules
Obtaining insurance and financial information and completing related tasks
Developing problem‑solving skills for independent living
Complete other record‑keeping and clerical duties as directed, including:
Maintaining the Excel matrix for all TAP participants
Answering the telephone, taking messages, scheduling appointments, and sharing program information
Completing reports and participant program goal information
Filing and other office tasks as needed
Using the district’s computer‑based records system
Qualifications
Valid driver’s license.
Bachelor’s degree in Education or a related Human Services field.
Previous experience in transitioning individuals into the workplace; Job Coaching Certification is preferred.
Prior experience working with individuals with disabilities is preferred.
Preferred Skills and Qualifications
Master’s degree in counseling, education, social work, public health, or a closely related field.
Certifications or endorsements in mental health, first aid/CPR, Supported Employment, or related areas.
Leadership, support, and coaching experience with teams.
Demonstrated experience in Supported Employment, Secondary Transition, or related fields.
Growth mindset, flexibility to change, and openness to new ideas.
Full Time (261 Day) Salaried Position Start Date: ASAP
Salary: $50,000 – $54,000
Essential Functions To perform this job successfully, an individual must be able to complete each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Language Skills Ability to read, analyze, interpret, and implement ideas in technical documents, reports, regulations, etc. Ability to write reports and communications to administrators, colleagues, parents, students, and staff. Ability to present information orally and respond to questions from administrators, teachers, staff, and students.
Mathematical Skills Ability to perform basic mathematical functions and use spreadsheets and reporting documents for data computation.
Reasoning Ability Ability to solve problems effectively and interpret instructions in written, oral, diagrammatic, or schedule form.
Other Skills and Abilities Ability to establish and maintain effective working relationships with administrators, colleagues, community members, staff, and students. Ability to speak clearly and concisely in both oral and written communication. Awareness of all district requirements and Board of Education policies.
Physical Demands Frequent standing, walking, using hands and fingers to handle, feel objects, handle tools, and communicate. Frequent typing and handling documents. Frequent squatting, stooping, kneeling, reaching above the head and forward 0–24 inches, and occasionally up to 36 inches. Frequent hand strength to grasp items. Frequent bending or twisting at the neck and trunk. Occasional lifting or moving up to 50 pounds within 0–12 feet, and occasionally up to 20 feet. Specific vision abilities required: close vision, color vision, and the ability to adjust focus while working with computers, written materials, reports, and assessment data.
Work Environment Noise level often quiet but may become loud in large group settings. This position requires professional working hours, including arriving and leaving as directed, and may require extending beyond a typical 7:30 a.m.–4:30 p.m. workday. Mainly indoor temperatures; occasional outdoor work. Occasional work in outdoor environments.
Equal Opportunity Employer The Cedar Rapids Community School District is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.
Federal law obligates an employer to provide reasonable accommodation for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer. If you or someone you know requires accommodation in the hiring process, contact the Executive Director of Human Resources at 319‑558‑2747.
#J-18808-Ljbffr