ISPA, Special Education Transition Coordinator at K12 Services in Exton, Pennsylvania

Job Description:

K12 believes in Education for Any One. We provide families an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace. In support of this, we are committed to creating and maintaining a culture of inclusion and diversity where our employees are passionate about serving students and families, treat one another and customers with respect, challenge each other to innovate and always strive to do better.

The mission of Insight PA Cyber Charter School is to provide an exemplary individualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us!.

The Special Education Transition Coordinator provides both direct and indirect services to support Insight PA Cyber Charter School (ISPA) in the process of preparing students with disabilities for life after they leave high school; including participation in post-secondary education or training, employment, and community living. Additionally, the SETC will serve as the school-based consultant for students transitioning from early intervention to kindergarten. This individual must work collaboratively with students, families, school-based staff and community-based contacts as needed, to ensure meaningful individualized transition planning for Insight PA students with disabilities.

The Transition Coordinator position is a year round position dedicated to Insight PA Cyber Charter School and is supervised by the Senior Director of Special Education. This role is anticipated as primarily remote with occasional required travel for school functions.

Essential Functions: Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties.

• The Special Education Transition Coordinator has an essential role in aligning school-based protocols and resources with Insight PA’s post-secondary transition programming requirements outlined by the Bureau of Special Education of PA Department of Education (Indicator 13).


• Establishing career and vocational readiness programs and schedules to contribute to special education case managers for IEP team reviews and determinations


• Communicating regularly with students, families, teachers, Office of Vocational Rehabilitation (OVR) representatives and/or community-based stakeholders to ensure individualized transition plans and goals are current, measurable, and targeted


• Plan, organize, and advertise school-sponsored events pertaining to post-secondary transition, such as career fairs, meet and greets, and virtual tours for students and families


• Develop and implement a series of transition skills-based class sessions for families and students with disabilities


• Inform and collaborate with guidance counselors as it relates to updates to transition plans and/or graduation paths determined by IEP teams


• Maintain current and ongoing county/regional agency contacts to access resources for post-secondary education & training for students, families, and/or school personnel


• Establish connections with state and local service providers, consultants, and trainers to expand the school’s resources for home, community, and work-based experience options for students with disabilities


• Serve as a liaison and ensure effective communication and coordination among students, families, IEP teams, the OVR, and other providers to develop job readiness and independent skills


• Provide individualized reports of progress on transition goals as needed to inform IEP teams and report progress on transition goals


• Ensure all students with disabilities have current graduation plans, vocational/career interest inventories, strengths profiles, and interagency contacts as needed

Supervisory Responsibilities: This position has no formal supervisory responsibilities.

Minimum Required Qualifications

• Master’s degree(s) in special education or (closely related field) AND


• Three (3) years of experience in a school and/or business office support role OR


• Equivalent combination of education and experience


• All PDE required clearances for school-based personnel

Minimum Required Skill Set

• Strong knowledge of IDEA 2004 & PDE Chapter(s) 14/711


• Experience with computer-based data analysis & project management solutions in a school setting


• Collaborative & effective interpersonal skills for delivering guidance & support with school stakeholders


• Demonstrates specific knowledge of Federal Indicator 13 for post-secondary transition planning

Preferred Qualifications

• Prior experience supporting special education department operations for compliance and effectiveness of program delivery


• Professional experience within a virtual learning and/or charter school model


• Proficient knowledge regarding PDE charter school regulations for special education (Chapter 711)

Work Environment:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• This position can be performed as a home-based position, though in-office reporting may be requested when necessary.


• The noise level in the office setting is usually moderate (computers, printers, light foot traffic).


• This position could include limited travel and could include limited overnight travel for state testing, professional development and department meetings. This is estimated to be less than 10% of the time.

Job Performance Requirements:

The mental and physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. 

1. Ability to sit and stand for extended periods of time.


2. Ability to exhibit mental dexterity to “dial” a telephone, to enter data into a computer, to read a computer screen and printed material, to hear and understand speech at normal office/workplace levels, and on the telephone, and to speak in audible tones so that others may understand clearly in the workplace and on the telephone.


3. Ability to physically lift up to 10 pounds.

The above job description is not intended to be an all-inclusive list of duties and standards of this position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor.  All employment is at-will as governed by the Commonwealth of Pennsylvania.  The at-will nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer of Insight PA Cyber Charter School.

K12 is a Federal Contractor, an Equal Opportunity/Affirmative Action Employer and a Drug-Free Workplace. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, protected Veteran status age, or genetics, or any other characteristic protected by law.

Equal Opportunity Employer/Protected Veterans/Individuals with Disabilities

The contractor will not discharge or in any other manner discriminate against employees or applicants because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant. However, employees who have access to the compensation information of other employees or applicants as a part of their essential job functions cannot disclose the pay of other employees or applicants to individuals who do not otherwise have access to compensation information, unless the disclosure is (a) in response to a formal complaint or charge, (b) in furtherance of an investigation, proceeding, hearing, or action, including an investigation conducted by the employer, or (c) consistent with the contractor’s legal duty to furnish information. 41 CFR 60-1.35(c)

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