2025-2026 EES Transitional Social Worker

Position Summary :

Is responsible for coordinating plans with administration, special education providers, families and students to align services with needs in a manner that is consistent with state and federal special education regulations. This position serves to support the Alternative Learning Environments offered through the district. It also collaborates with building level administration, the supervisor of Alternative Programs and district level administration as well as community partners to develop programs to meet the unique needs of students with alternative learning needs in Oklahoma City Public Schools and EES facilities in conjunction with educators, families, students, and representatives of community organizations. Essential Duties :

• Plans, coordinates, delivers, and evaluates transition education and services who experience a significant impact to their education due to behavior and social skills.
• Collaborates with teachers to develop and implement appropriate behavior plans, as well as, provides direct support and modeling of instruction to meet the behavior goals of the students.
• Provides follow up to ensure that all students, in regular / special education categories, who are released from EES facilities, are reenrolled in home school settings.
• Ensures that home school settings are notified and aware of student release and needed services.
• Follows the regulations associated with IDEA, FAPE, procedural safeguards, and IEP development and implementation.
• Meets with teachers to help interpret and produce special education documentation requirements and assigns a case manager from each youth’s local school to coordinate his or her reenrollment with a team of EES and Receiving School staff, so the student, the student’s needs, and the student’s records are not lost in the system.
• Establishes a task force to explore electronic information exchange.
• Advocates for returning youth and their families who experience inappropriate or unfair barriers.
• Takes a lead role in file maintenance, monitoring of service provision, coordination of services, assistive technology to enhance student access to the general curriculum.
• Develops procedures for prerelease information sharing.
• Schedules prerelease visit by the student to the receiving school.
• Coordinates admission interview conducted with reentering students and their parents, and transitional counseling.
• Assists in the planning and conducting of workshops and other in-service programs to help raise the level of understanding of alternative settings and transition needs for Students with disabilities.
• Assists with the creation of current special education support guides and materials to be distributed among the instructional staff and building administration.
• Ensures smooth transitions that focuses on appropriate placement may include : Therapeutic support with Ongoing monitoring and evaluation of progress.
• Stays informed of new information, innovative ideas and techniques.
• Sees that school district policies are observed during all activities.
• Obtains advance approval for all special activities and expenditures.
• Adheres to all district health and safety policies.
• Supports and enhances the use of assistive technology to increase access to the general curriculum and reduce the impact of identified students’ disabilities.
• Assists providers in designing and implementing special services activities and related documents that conform to federal, state and district guidelines.
• Provides formal and informal approaches for identifying students’ interests and preferences related to school goals and educational experiences.
• Implements, and uses program evaluation procedures to assess and improve the effectiveness of education and services, including evaluation of students’ school outcomes.
• Implements transition planning strategies that facilitate information collection and input from appropriate participants.
• Identifies a variety of outcomes and instructional options specific to the community for each post-school outcome area.
• Evaluates students’ educational program with respect to measurable school goals and alignment of those goals with instructional activities.
• Monitors student, family, and agency participation in transition planning and implementation.
• Demonstrates procedures to ensure the inclusion of specific transition-related goals in the educational program plan.
• Identifies and facilitates appropriate modifications within work, residential, vocational training, and other community environments.
• Assess and develop natural support systems to facilitate transition to specific school environments.
• Provide information to families about education and services in specific outcome areas.
• Systematically identify family service needs related to transition outcomes and assist families to connect with support networks.
• Assesses and uses student support systems to facilitate the school transition of individuals with exceptional learning needs.
• Provides transition-focused technical assistance and professional development in collaboration with family members for educators, community agency personnel, and other relevant transition stakeholders.
• Collaborates with and participates in transition-focused interagency coordinating bodies.
• Develops coordinated interagency strategies to collect, share, and use student assessment data, with appropriate input and authorization of students and families.
• Uses strategies for resolving differences that may arise in the implementation of interagency agreements or the provision of transition services for individuals with exceptional learning needs.
• Identifies future school service needs using transition planning documents in conjunction with relevant agencies.
• Evaluates and modifies goals on an ongoing basis.
• Demonstrates positive regard for the capacity and operating constraints of community organizations involved in transition-focused education and services.
• Reacts to change productively and handles other tasks as assigned.
• Supports the value of an education.
• Support the philosophy and mission of Oklahoma City Public Schools.
• Performs other duties as assigned by the Assistant Principal of EES and ILD, which are consistent with the general requirements and qualifications for the position.
• Comply with all school policies, rules and regulations. Minimum Qualifications (Knowledge, Skills and / or Abilities Required) :
• Master’s Degree in Social Work counseling or related field OK licensure or under the supervision for licensure as one of the following :
• Licensed Master’s in Social Work LMSW
• Licensed in Social Work LSW
• Licensed in Clinical Social Work LCSW
• Understands implications of student characteristics with respect to school outcomes, environments, and support needs
• Knowledge of school services available to specific populations of individuals with exceptional learning and behavioral needs
• Communicate effectively with district staff
• Relevant experience may be substituted for formal education at a 2 : 1 ratio. Therefore for every 1 year of college lacking, 2 years of directly relevant experience may be substituted. Physical / Mental Requirements :
• Must have adequate manual dexterity to write legibly and perform required duties on the computer.
• Must have adequate visual acuity to read, interpret and transcribe written material and other required duties.
• Requires normal range of hearing and clear speaking abilities to interact appropriately with others in person and on the telephone.
• Must be able to work in noisy and crowded environments.
• Requires some stooping, bending, stretching and occasional lifting not to exceed 50 pounds.
• Sitting for prolonged periods of time.
• May periodically require work outside of normal business hours, including weekends, under sometimes stressful conditions in order to meet business needs and strict deadlines. Work Environment :
• Office duties will be performed in a well-lighted, climate controlled environment.
• Requires the ability to travel 70% of the time.