Manager - Comprehensive Transition Program

Since 1911, City Colleges of Chicago has been connecting students from across Chicago’s neighborhoods to economic opportunity. By offering a quality education at an unprecedented value, City Colleges provides our students and alumni with a pathway to upward mobility. City Colleges of Chicago is the city’s most accessible higher education engine of socioeconomic mobility and racial equity—empowering its students to take part in building a stronger and more just city.

As Illinois’ largest community college system, City Colleges is comprised of seven colleges and five satellite sites across Chicago.

City Colleges of Chicago offers a Comprehensive Transition Program (CTP) for students with intellectual disabilities called After 22. CTP/After 22 offers both credit and non-credit opportunities for students with intellectual disabilities after they graduate or leave CPS at the age of 22.

CTP/After 22 is part of the District Office’s Accessibility Services, which also includes the ACCESS Centers, Interpreter Services, and High School Transitions.

Reporting to the Executive Director of Access & Retention, the Manager – Comprehensive Transition Programs (District Office) serves as the operational leader responsible for executing district-wide standards and strategic goals established by the Executive Director. The Manager oversees the implementation and expansion of CTP programs, ensuring consistent application of policies and procedures, and maintaining compliance with all relevant regulations. This role focuses on day-to-day program management, accountability, and coordination across colleges to deliver high-quality, inclusive learning experiences for students with intellectual disabilities.

• Manages daily operations of CTP/After 22 programs district-wide, ensuring consistent execution of standards and procedures across all colleges, as defined by the Executive Director.
• Implements and monitors accountability measures to ensure ongoing compliance with disability-related regulations (including ADA and Section 504), accreditation requirements, and district policies; identifies and addresses gaps in compliance and operational performance.
• Facilitates and strengthens communication among college-level coordinators, faculty, and support staff to ensure seamless student experiences, coordinated services, and consistent program delivery.
• Collaborates with ACCESS Centers, college leadership, and district stakeholders to align operational practices with district-wide accessibility, retention, and inclusion initiatives.
• Develops, executes, and monitors project plans for program implementation, expansion, and improvement initiatives; tracks milestones, timelines, deliverables, and outcomes to ensure progress toward strategic goals.
• Delivers training and professional development for faculty and staff on intellectual disabilities, ADA, Section 504, and inclusive instructional and support practices.
• Tracks, analyzes, and reports enrollment, retention, completion, and program outcome data to ensure transparency and continuous improvement.
• Serves as liaison with external partners, including community organizations, service providers, and state agencies to support program sustainability, expand student opportunities, and promote operational excellence.
• Advocates for student needs at local and state levels in alignment with district priorities.
• Performs other duties as assigned.

Reports To Executive Director – Access & Retention

Direct Supervision:
College-level CTP/After 22 Coordinators

• Bachelor’s degree from an accredited college or university in Special Education, Social Work, Disability Studies, or related field required. Master’s Degree preferred.
• Minimum of three years of relevant experience in management or project management, with a demonstrated ability to execute strategic plans.
• An equivalent combination of education and experience may be considered at the discretion of management.
• Experience working directly with students with intellectual and developmental disabilities required.
• Strong knowledge of Americans with Disabilities Act (ADA), Section 504 of the…