Mhs i, (Tip) facilitator

Position purpose

The Transition to Independence (TIP) Facilitator provides coaching and facilitation to transitional age youth (age 14-21) in meeting identified life goals. The Facilitator provides support for up to 15 young people – using mentoring, teaching skills contingency contracting, counseling, and problem solving to maximize the likelihood of success for each youth served. Also, the Facilitator assists each youth in recognizing that life situations provide both successes and failures and provides him/her with valuable experiences.

Position requirements / Qualifications

Education/Experience

• Graduate from an accredited College or University with a minimum of a Bachelor’s Degree in the social sciences, rehabilitation, and/or education fields (e.g. special education, psychology, social work) and a minimum of six (6) months experience working in educational, social service, juvenile justice, and/or mental health settings in which the person provided case management, counseling, training, therapy, and/or guidance to young adults and their families. Incumbents must be at least 21 years of age, have maintained a valid Florida driver’s license for at least one year, and must be able to pass a driver’s screening background check.
• Licensure /
• Certification: Maintain current CPR certification from the American Heart Association. Must have a valid Florida Driver’s License.
• Skills /
• Ability: Proficiency in verbal and written skills. Must be computer literate. Sensitivity to cultural, religious, racial, disability and gender issues

Position responsibilities (This is a non-Exempt position)

Conduct strength-based needs assessments via the Strength Discovery Assessment process, related to the transition domains as specified in the TIP System Development and Operations Manual – Employment, Education, Housing, and Community Life Functioning.

Coach and support up to 15 young people as they progress through their levels of service need: active status, maintenance status, and follow-along status.

Collect and record data relevant to the progress of young people across their goals during each of the active, maintenance, and follow-along statuses.

Facilitate each young person’s person-centered planning and development of his/her individualized Transition Support Plan (ISP).

If the young person is in high school, work collaboratively with the teachers and school guidance counselors in developing a person– centered plan with each student.