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CORD’s Transition to Adulthood Program (TAP) assists high school students ages 14-21 in the development of their independent living goals. This includes developing Independent Living Plans (ILP’s) as well as providing peer support, skills training, and individual advocacy to high school students with significant disabilities of any type who are receiving special education services.

  • Will review IEP’s and attend school team meetings to advocate for students’ rights in education and transition services;
  • Will conduct ongoing outreach activities to schools and the community at large to drive intakes/enrollment in the program;
  • Will develop informational workshops and forums for consumers, family members, school personnel, and other service providers;
  • Will work with consumers individually on the development of IEP’s and goals for transitioning out of special education;
  • Will attend regular CORD staff, program, and other team meetings;
  • Will perform community activities through CORD’s mobile food pantry at least one day per week as directed;
  • Will mentor and develop other program staff as appropriate.
  • Will provide services to family members (parents/guardians);
  • Will engage TAP consumers in social and recreational activities;
  • Will provide skills training and peer support to consumers;
  • Will develop at least two group community advocacy efforts;
  • Will hold at least two events for consumers and family members each year;
  • Will provide regular program updates to consumers, service providers, and the public through newsletters, social media, and other appropriate forums;
  • Will work on general organization fundraising activities as required;
  • Other duties as required.
  • At least 90% of participants will establish Independent Living (IL) goals within one month of enrolling in TAP;
  • At least 75% of participants will make progress towards their goals during their participation in the program and be able to describe how they are more independent;
  • At least 75% of participants will participate in a community advocacy effort;
  • At least 75% of participants will be referred to VR before completing school;
  • 100% of family members will be invited to participate in a family event;
  • At least 80% of group activities will relate to the IL goal of at least one participant.
  • Must be familiar with local resources for students transitioning from high school;
  • Must have knowledge of laws and regulations related to special education. Training from the Federation for Children with Special Needs and Wrights Law is preferred but may be provided;
  • Must know or become familiar with programs and services offered by the Massachusetts Rehabilitation Commission (MRC), Massachusetts Commission for the Blind (MCB), the Department of Mental Health (DMH), and the Department of Developmental Services (DDS);
  • Must know or develop a working knowledge of basic benefits programs, including SSI, SSDI, MassHealth, Medicare, EAEDC, and other state grant programs, Section 8 and other federal housing subsidy programs, MRVP, AHVP, and other state subsidy programs;
  • Must know or have the ability to learn about civil rights laws for persons with disabilities including fair housing laws and the Americans with Disabilities Act (ADA);
  • Must be able to complete required reports and consumer documentation in a timely and satisfactory manner;
  • Must have the knowledge and ability to teach a variety of technological, age appropriate platforms for communication such as Instagram, TikTok, Snap Chat, as well as working on iPhones, iPads, etc.
  • Must have a working knowledge of basic computer programs such as MS Word and the ability to learn data entry on the organization’s database software;
  • Must be able to maintain strict confidentiality.

COVID-19 considerations:
CORD remains compliant with COVID safety measures.

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Employment Application

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