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Linn Benton Lincoln ESD

.8462 FTE on a 220 day work calendar
Location: Linn, Benton, Lincoln, Lane and Marion Counties
Competitive Salary and Benefits Package

Application process:

Applications are available at

A complete application consists of

Complete online Application through TalentEd
Cover letter
3 current letters of recommendation
Copy of Transcripts (Successful candidates will be required to provide official transcripts before completion of the hiring process), if applicable
Copy of License, if applicable




1. Bachelor’s degree in education or social services preferred but not required.
2. Experience working in special education at the secondary level required.
3. Experience working with adult agencies, i.e., Vocational Rehabilitation and Developmental Disabilities.
4. Ability to work independently with minimal supervision.
5. Ability to work with clients of varying ages, gender, race, ethnicity, religious and social backgrounds.
6. Experience working with children and youth.
7. Strong communication skills both verbally and in writing.
8. Experience collecting, analyzing and reporting data.
9. Available to work a flexible work schedule including some work in the summer.
10. Strong interpersonal skills and ability to collaborate with educators, parents, youth and yout0serving agencies.


Student and Family Support Services Program Administrator


Work with local school districts to coordinate and create the provision of Pre-Employment Transition Services; to support the Transition Network Facilitator (TNF) to build partnerships with community/county/state agencies and school districts; Participate as an active team member of Employment First and support regional activities associated with these teams.


Essential Functions:
1. Work with Transition Network Facilitator to provide school district technical assistance.
• Recognize and understand the outcomes of the Executive Order (No. 15-01).
• Encourage a culture to focus on employment skills at an earlier age.
• Offer and provide best practice strategies, curriculum to support development of vocational exploration, work experiences, and post-secondary goal setting for students of transition age (16-21).
• Provide assistance to IEP teams as to who to include when identifying appropriate representatives from adult service systems. (i.e., Vocational Rehabilitation, Developmental Disabilities Services, and/or Mental Health).
2. Provide professional development and training opportunities for educators and community partners on systems change and collaboration.
3. Provide ongoing support for regional TNF in ongoing transition support activities. i.e., school staff/agency trainings, parent resource nights, and regional job clubs.
4. Improve overall seamless transition for students with school districts and local stakeholders (Employment First). Develop strategies to improve overall consistency and level of engagement in the transition process.
5. Develop regional partnerships with parent support and advocacy groups as a resource to students, families, and communities.
6. Complete documentation and reports as required by Oregon Department of Education and Vocational Rehabilitation (VR).
7. Establish and maintain positive, professional and respectful working relationships with supervisor, community/county/state agencies and school district staff/students.
8. Work with local school districts to coordinate and support the provision of Pre-Employment Transition Services (Pre-ETS). Which include:
Job exploration counseling
Work-based learning experiences, which may include in-school or after school opportunities, or experience outside the traditional school setting (including internships), that is provided in an integrated environment to the maximum extent possible.
Counseling on opportunities for enrollment in comprehensive transition or post-secondary educational programs at institutions of higher education.
Workplace readiness training to develop social skills and independent living; and
Instruction in self-advocacy, which may include peer mentoring.
9. Deliver or coordinate the delivery of Pre-ETS in a variety of settings including classrooms, afterschool programs, job clubs, summer work experiences, conferences and workshops, among other opportunities for students with disabilities.
10. Train school staff on VR process and policies including Pre-ETS, VR services and the VR eligibility process. When appropriate, implement community outreach to educate parents, students and school staff about VR process and policies including Pre-ETS, services and the eligibility process. This can include attending back to school nights, conferences and workshops.
11. Promote public awareness about Pre-ETS offered by VR and school districts by providing trainings and presentations, attending conferences and meetings, and by participating in other events attended by personnel that interact with students with disabilities and their families. This includes interacting with and providing presentations to student and parent organizations.
12. Act as liaison to the staff of local school districts, private schools, and public and private agencies by: providing disability and vocational consultation, responding to telephone inquiries and letters, visiting and providing information on disabilities and Vocational Rehabilitation, providing in-service training on disability, conferring with agency staff to facilitate relationships to advance the vocational development of students with disabilities, and developing collaborative service provision to prepare students with disabilities to take full advantage of the services offered by Vocational Rehabilitation.
13. Through delivery of Pre-ETS, work with local school districts Career Technical Education (CTE) programs to create greater access for students with disabilities and remove barriers in matriculating into these program and activities. Also, work with local school districts and community college Career Pathway programs to create greater access for students with disabilities in matriculating in to these programs and activities.
14. Through the delivery of Pre-ETS, work with local workforce development boards, one-stop centers, and employers to develop work opportunities for students with disabilities, including internships, summer employment and other paid and unpaid work experiences available throughout the school year.
15. Attend individualized education program meetings when invited and attend person-centered planning meetings for individuals receiving services through the Office of Developmental Disability Services when invited. Attendance at these meetings is to consult in the preparation of service plans that facilitate the successful transition from school to VR services and employment for students with disabilities. This includes providing information on the latest assistive technology and other accommodations demonstrated to facilitate success in the workplace for individuals with disabilities. As well as providing information on the general services available through the Office of Vocational Rehabilitation and other agencies providing services to individuals with disabilities.
16. Gather appropriate medical and educational information (current student levels, physical condition, age, disability, severity, aptitudes, interests, abilities, etc.) and other factors that will help coordinate the delivery of VR and other agencies transition services. This includes facilitating comparable benefits to obtain any necessary testing or diagnostic evaluations that may be needed to determine eligibility, such as advocating for current vocational and psychological testing being done by the school personnel. The coordinator, when appropriate, may help students and families prepare application materials for VR services.
17. Maintain databases of program information and performance relating to Pre-Employment Transition Services and track school programs related to these services. Produce reports on the Pre-Employment activities and are occurring in local school districts and with other stakeholders. The coordinator may also research best practices as they relate to transition services for students with disabilities moving into employment or post-secondary education.
18. Utilize teleservice platform to provide services to educators, students and district staff as directed.

Other Functions:

1. Maintain confidentiality at all times.
2. Demonstrate a commitment to promoting equity and diversity.
3. Maintain professional dress standards.
4. Other duties as assigned.

1. Ability to travel within a designated area and occasional statewide travel, some overnight and some evening and weekend work. A current driver’s license and satisfactory driving record is required, or be able to provide an acceptable alternate mode of transportation.
2. Ability to lift, carry or transport up to 25 pounds.
3. Ability to sit for extended periods of time in a vehicle and at a desk.
4. Ability to use a computer for extended periods of time.


Salary and benefit information shown are based on full-time employment (1.0 FTE) based on the current school year
Placement on the Linn Benton Lincoln ESD Classified salary schedule will be commensurate with applicant’s qualifications, relevant training, and experience
Linn Benton Lincoln ESD will provide an Insurance CAP to assist with health, dental and vision insurance premiums
Employer paid PERS, holidays, sick leave and personal days are also provided
Employer paid Life Insurance 1 x annual salary
Employer paid Basic AD&D and Long Term Disability
Cell Phone/Data Stipend

Health Insurance

Oregon Educators Benefit Board (OEBB) provides insurance to school and education service district employees

Includes medical, dental, vision & prescription insurance
Monthly premium deducted pre-tax
LBLESD contributes a monthly CAP/Pool to help offset insurance cost
Health Savings Accounts for high deductible plans
Flexible Spending Accounts

Carriers offered are:

Willamette Dental Group


PERS – Public Employee Retirement System
For more information visit:
LBLESD pays the 6% employee contribution on behalf of each employee

Personal Leave

Up to 24 hours

Sick Leave

Up to 96 hours
Sick Leave Bank
Employees may opt to donate one day of sick leave to become a member of the Sick Leave Bank
Members may request leave from the sick leave bank in the event of a catastrophic illness or injury

Doctor Appointment Leave

Up to 3 hours per month

Professional Development Opportunities

LBLESD hosts a variety of training classes
First Aid/CPR classes offered onsite
Includes workshops and conferences

Reasonable accommodations for the application and interview process will be provided upon request and as required in accordance with the Americans with Disabilities Act of 1990. Individuals with disabilities may contact Human Resources at 541-812-2624 for additional information and assistance.

Linn Benton Lincoln ESD is an Equal Opportunity/Affirmative Action employer.

Qualifying veterans and disabled veterans may obtain preference by submitting with their completed application a copy of the Certificate of Release or Discharge from Active Duty (DD Form 214 or 215) or a letter from the US Dept. of Veteran's Affairs indicating receipt of a non-service connected pension as verification of eligibility. Disabled Veterans must also submit a copy of their veteran's disability preference letter from the Dept. of Veteran Affairs, unless the information is included in the DD Form 214 or 215.