Transition Specialist - East County Bridges LIMITED DURATION @ MULTNOMAH ESD

Position: Transition Specialist I

Department: Student Services

Program: Bridges

Reports to: Program Manager, Sr. Program Administrator

LIMITED DURATION

This position is scheduled to begin December 1, 2026, and end June 30, 2027, with a work calendar of 138 days.

This is a limited-duration assignment with an anticipated end date of June 30, 2027. Continued employment beyond that date is not guaranteed. This is a temporary, grant-funded position expected to continue through June 30, 2027, subject to continued funding. Employment beyond that date is not guaranteed.

POSITION PURPOSE

The Transition Specialist I (TS I), also known as an Educational Advocate, provides culturally responsive, trauma-informed, and relationship-based support to youth ages 16–24 who are at elevated risk of community violence, justice involvement, and educational disconnection. Working within MESD's Bridges program, this position supports the Bridge to Peace initiative by helping youth build stability, strengthen positive relationships, and successfully reconnect with education, employment, and community resources.

The Transition Specialist I works directly with youth and families to identify individual strengths, needs, and barriers; develop individualized transition plans; and coordinate access to educational, behavioral health, substance use recovery, housing, transportation, and other supportive services. The position also supports community violence prevention through facilitation of evidence-based gender specific groups from One Circle Foundation in the community.

This position requires proficiency in both Spanish and English to provide linguistically accessible services, strengthen engagement with Spanish-speaking youth and families, and build meaningful relationships with culturally specific community organizations. The Transition Specialist I collaborates with school districts, juvenile justice agencies, community-based organizations, and other service providers to reduce barriers, promote positive youth development, and support successful community reintegration.

ESSENTIAL JOB FUNCTIONS

• Identify, engage, and provide culturally responsive, trauma-informed transition support to youth ages 16–24 experiencing educational disconnection, justice involvement, community violence, or other significant barriers to stability and success.
• Maintain relationships with school districts, juvenile justice agencies, law enforcement partners, culturally specific organizations, and community service providers to strengthen referral pathways, coordinate services, and support positive youth outcomes.
• Conduct individualized intake and needs assessments to identify youth strengths, goals, safety concerns, and barriers to education, employment, and community engagement.
• Collaborate with youth, families, and support networks to develop and implement individualized transition plans that promote educational engagement, personal stability, positive relationships, and successful community reintegration.
• Provide ongoing case management, mentoring, advocacy, and individualized support to assist youth in navigating educational systems, community resources, and significant life transitions.
• Support community violence prevention efforts through relationship building, conflict resolution, safety planning, positive youth development, and connections to appropriate intervention and support services.
• Facilitate or co-facilitate evidence-informed, culturally responsive youth development and prevention groups in school, community, and justice settings.
• Coordinate access to educational enrollment, tutoring, employment readiness, behavioral health services, substance use recovery resources, housing assistance, transportation, and other services that address barriers to youth engagement and stability.
• Provide direct services and communicate effectively with youth and families in both Spanish and English to promote meaningful participation, equitable access to resources, and culturally and linguistically responsive support.
• Maintain partnerships with culturally specific and linguistically responsive organizations to strengthen engagement with Spanish-speaking youth and families and improve access to community-based services.
• Schedule and conduct meetings with youth, families, school personnel, community partners, and other support networks in schools, community settings, and other appropriate locations to coordinate services and monitor progress toward individualized goals.
• Support youth transitioning from juvenile detention, correctional facilities, alternative education programs, and other institutional settings by coordinating educational reentry and connections to appropriate community resources.
• Collaborate with school district personnel, community organizations, and other service providers to identify service gaps, reduce barriers to participation, and strengthen coordinated support for youth.
• Maintain accurate, timely, and confidential documentation of participant engagement, assessments, referrals, services, and outcomes using designated case management and data collection systems.
• Participate in program evaluation, data collection, and reporting activities to support grant requirements, monitor participant outcomes, and inform continuous program improvement.
• Provide outreach, educational information, and community engagement activities that promote awareness of available services and strengthen connections between youth, families, schools, and community partners.
• Maintain a flexible work schedule, including occasional evenings and weekends, to accommodate youth and family needs, community-based programming, and scheduled events.
• Contribute to a positive, collaborative, and productive work environment.
• Attend and participate in required meetings, trainings, and collaborative activities as assigned.
• Adhere to applicable District policies and procedures, confidentiality requirements, and policies of partner agencies and facilities when providing services.
• Perform other related duties as assigned.

ESSENTIAL QUALITIES

Equity: Lead and support regional equity initiatives

Vision: Lead with vision, follow-through and student focus.

Trust: Develop trust among coworkers and students through honesty and fairness.

Communication: Communicate in an inclusive, effective and collaborative manner.

Personal Qualities: Be respectful, excel in customer service, caring, humble and courageous.

Agency-wide perspective: Be involved in and supportive of continuous overall improvement of MESD programs and services.

Attendance: Daily and consistent attendance and puncuality are paramount as this provides consistency and alignment with students, peers and programming outcomes.

MINIMUM QUALIFICATIONS, SKILLS, ABILITIES

• Daily and consistent attendance and punctuality
• Experience and/or training in Culturally Responsive Practices working with at least one of the following sub-populations of youth and young adults: youth identifying as Black/African American, Latinx, American Indian, Alaskan Native, of Eastern European or Russian origin, of Southeast Asian origin, justice involved, experiencing houselessness, and/or LGBTQ2SIA+.
• Strong ability to have patience and compassion in working with youth disconnected from public education
• Knowledge of and experience working with diverse communities and cultures.
• Knowledge of rules and regulations which apply to youth reentering public education.
• Effective oral and written communication skills.
• High quality productive problem solving strategies as a collaborative team member working with multiple districts and agencies.
• Ability to work in partnership with families, mutually exploring options and soliciting input to reconnect students with public education.
• Ability to work with juvenile offenders, vulnerable populations and at-risk youth.
• Valid driver's license and vehicle available for use on the job.

DESIRED QUALIFICATIONS, SKILLS, ABILITIES

• Bilingual in Spanish

EDUCATION & EXPERIENCE

• Bachelor's degree in education, psychology, social work, or related field and/or
• Two years related experience in secondary schools or post-secondary institutions
• Any combination of education and experience which would provide the applicant with the desired skills, knowledge and ability required to perform the job.

WORKING CONDITIONS

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

Work is performed in a wide variety of locations, including office and school environments. This position will require site visits and home visits in the community. May work with high stress student or family situations. Involves sitting, walking and attendance at evening and weekend meetings. Requires the use of computers, office equipment and driving personal vehicle.

PHYSICAL DEMANDS

The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this classification.

• Mobility: Frequent sitting for long periods of time; occasional bending or squatting.
• Lifting: Frequently up to 10 pounds; occasional up to 25 pounds.
• Vision: Constant use of overall vision; frequent reading and close-up work; occasional color and depth vision.
• Dexterity: Frequent use of keyboard; frequent repetitive motion; frequent writing; frequent grasping, holding, and reaching.
• Hearing/talking: Frequent hearing and talking, in person and on telephone.
• Emotional/Psychological: Frequent decision-making and concentration; frequent public and/or co-worker contact; occasional working alone.

This position is subject to board policies, administrative rules and procedures, department regulations and applicable state and federal statutes. This position does not carry administrative authority. All commitments outside of authorized programs and services are subject to prior approval by the supervisor of this position.

NOTE: The description contained herein reflects general details as necessary to describe the principle functions of this job, the level of knowledge and skill typically required, and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work periods, or otherwise to balance the workload.

EQUAL OPPORTUNITY EMPLOYER

MESD recognizes the diversity and worth of all individuals and groups. It is the policy of MESD that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans status, genetic information or disability in any educational programs, activities, or employment.

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 the Human Resources Director for additional information or assistance. Speech/Hearing impaired persons may contact the district for assistance through the Oregon telecommunications Relay Service at 1-800-735-2900.