Job Description

Job Type: Full time, Salaried

Wage: $49,158-$72,950/yr.

Location: Canon City, CO.

Job Description:

Start Date: July 1, 2026

Position Type: 261 Days 

Location: District-Wide

Salary: Pay for this position is determined by the Year Round Coordinator Salary Schedule for 261 days and is based on education and experience. This is a contract-funded position and duration is contingent upon continued funding. Starting salary range is $49,158-$72,950

Benefits Include: Health insurance, dental insurance, vision insurance, life insurance, PERA retirement, Sick and yearly annual leave, as well as other optional benefit elections. Longevity and professional development incentives. Preschool options are available for employees with children. 

Minimum Requirements: 

Education: Bachelor’s Degree or related field experience

Experience: 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/Certificates: Colorado Teaching Preferred 

Other Criteria:  

• Criminal background check required for hire
• Ability to travel among school and community locations
• Can demonstrate legal residency
• Ability to work cooperatively in a school atmosphere with staff members, students and the public.
• Ability to effectively read, write, speak and listen to comply with directions and instructions to complete tasks and establish priorities.
• Integrity, trust and work ethic to be able to work with little supervision.
• Competent understanding of technology to perform the job.
• Must pass pre-employment physical
• Ability to perform light lifting and moving of product (up to 50lbs)
• Implements appropriate physical and technical safeguards to protect the confidentiality, integrity and availability of district data
• Maintains good security practices with passwords and accounts to the various district systems and applications.
• Reports actual or suspected breaches in the confidentiality, integrity or availability of district data to appropriate district personnel.
• Follows all board policies for acceptable use of district technology.
• Model the District's Mission and Belief Statements. 
• Other duties as assigned 

QUALIFICATIONS and Skills:

Essential Duties of the Job:  (To perform this job successfully, an individual must be able to perform each essential duty satisfactorily with or without a reasonable accommodation.)

GENERAL INFORMATION

1. 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.  

2. 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 participants. 

Primary Job Duties

1. Program Management (20%)

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 developing the budget for the 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 the program.
• Maintain regular communication and collaboration with DVR and Education partners.
• Monitor caseload and delivery of services.  
• Ensure that the program is community based, year round, providing follow along services and case management.  
• 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.) .
• Creates 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.

2. Referral and Intake (12%)

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.

• 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.). 
• Creates 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.  

c. Eligibility, Comprehensive Assessment and Plan Development  (12%)

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.

• 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 community resource(s) and comparable benefit information for IPE development consideration.

D. Service Provision (20%)

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 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
  • WorkPlace 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 participants 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 participants to enter competitive, integrated employment.

E. Case Closure and Follow Along Services (12%)

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 participants of all decisions which affect them and provides them with methods to appeal decisions if there is a disagreement.

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.

F. Programmatic Documentation (12%)

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

• 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 the participant is still enrolled in secondary education as a contribution to the ICAP and IEP.  

G. Partnership (12%)

Develop and participate 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.   

• Negotiates and collaborates with multiple community programs and agencies with which DVR often shares common participants but also often have different goals and objectives to best combine resources to serve participants 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.

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.  

Other Duties related to above:

• 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 build capacity towards a career pathway or work towards development of 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 differences 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 participant’s program as prescribed by the DVR Counselor providing feedback and useful information, resources, comparable benefits and insight from knowledge of the participant.  
• Helping to identify and solve complex challenges to obstacles which must be overcome in order for individuals 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 participants 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.   

Skills, Knowledge, Equipment & Other: 

Computer hardware and software, technology related to assignment; typical office machines such as copiers, faxes, phones; Typical classroom equipment including technology tools such as digital projectors, calculators, “smart” boards, etc.

Supervisory Responsibilities: Paraprofessionals at times

Requirements for Essential Functions of the Job: (The physical demands, work environment factors, and mental functions that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.) 

Physical Demands: While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel.  The employee frequently is required to stand, walk, talk, or hear.  The employee is occasionally required to sit; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl; feel or smell.  The employee must occasionally lift and/or move up to 50 pounds from floor to waist, waist to overhead, waist to floor and overhead to floor. Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus.

Work Environment:  While performing the duties of this job, the employee must be able to work in a school setting.  Travel from site to site may occasionally; be exposed  to wet and/or humid conditions; outdoor weather conditions. The noise level in the work environment ranges is generally quiet with occasional increase when working events or with equipment. Must be able to work in person.

Mental Functions:  While performing the duties of this job, the employee is regularly required to analyze and compute.  Frequently required to compare, communicate, coordinate, instruct, evaluate, use interpersonal skills and compile.  Occasionally required to copy, synthesize and negotiate.

This description is not intended, and should not be construed, to be an exhaustive list of all responsibilities, skills, efforts, or working conditions associated with this job.  It is intended to be an accurate reflection of the principal job elements essential for making compensation decisions.  This job description is subject to change in accordance with the needs of the District.

TO APPLY:  

A district application must be completed online at: https://www.applitrack.com/canon/onlineapp/default.aspx

Anticipated Timeline for Hiring:

Screening of applications: Wednesday, December 31, 2025

Open until filled. Applications must be complete and submitted to be considered. 

Inquiries may be made to Jamie Davis, Director of Human Resources, 101 North 14^th Street, Cañon City, CO, 81212, 719-276-5700.

Nondiscrimination/Equal Opportunity

In compliance with Titles VI; VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act, the Genetic Information Nondiscrimination Act of 2008, and Colorado law, School District Fremont RE-1 does not unlawfully discriminate on the basis of race, color, sex, religion, national origin, ancestry, creed, age, marital status, sexual orientation, gender expression, gender identity, pregnancy, genetic information, disability or need for special education services in admissions, access to, treatment, or employment in educational programs or activities which it operates.
 
School District Fremont RE-1 has established complaint procedures for students, parents, employees, and members of the public. Complaints may be filed verbally, in writing, or anonymously. If you wish to file a complaint using the district complaint form, please submit it to: Ms. Jamie Davis, Director of Human Resources, Title IX, Section 504, and Americans with Disabilities Act Coordinator, 101 North 14th Street, Cañon City, Colorado 81212 – Telephone: (719)276-5700, Email:jamie.davis@canoncityschools.org.

**Disclaimer: The duties and responsibilities described above are not a comprehensive list and additional tasks may be assigned to the employee, time to time; the scope of the job may change as necessitated by business demands. Click “View Application” below for more detail on this specific job.