Community Integration Specialist

Job Description

Job Description

Overview

Pay Rate: $22.00 per Hour

Schedule: M-F School Days during school year; plus Summer ESY

Join a Team That Changes Lives

For more than 170 years, Elwyn has been leading the way in supporting children, teens, and adults with autism, intellectual and developmental disabilities, and behavioral health challenges. As a mission-driven nonprofit, we’re here to create real change – helping people lead meaningful, fulfilling lives.

Now, we’re looking for passionate team members to join us. Here, your work will change lives – including your own. You’ll make an impact every day, find purpose in what you do, and grow in a career that truly matters.

At Elwyn, we take care of you while you care for others. We offer:

• Generous Paid Time Off
• Comprehensive Medical/Dental/Vision Benefit Packages
• Earned Wage Access/On-Demand Pay
• Paid On-the-Job Training
• Tuition Reimbursement
• Career Advancement Opportunities and Growth
• Flexible Schedules
• Retirement Savings Plan

Join us and be a part of something bigger. Apply today.

Responsibilities

POSITION SUMMARY: The Community Integration Specialist (CIS) assists, transports, and supervises students who participate in community-based jobs and/or job training. The CIS works individually with students to demonstrate and develop work skills needed for successful employment after the completion of the student's formal education. The CIS collaborates with teachers, related service providers (speech, occupational therapy, physical therapy, etc.), and school staff to further develop goals and skills for assigned students.

DUTIES AND RESPONSIBILITIES:

• Design and implement work accommodations for assigned students for each work task by preparing work materials, collaborating with clinical staff (occupational (OT), physical (PT), Speech (ST) therapists), engaging with students 1:1 or in small groups, and instructing and practicing work-related skills with students to prepare students for gainful employment after post-secondary education ends
• Maintain a timely schedule by planning sufficient time for task completion with each assigned student to ensure that adequate preparation time is allocated for life, social, and employability skill development
• Encourage independence in students by allowing students to attempt all activities without assistance before providing an increasing level of support to allow students to develop their own school and work habits, independent of adult support
• Meet the demands of each individual task by guiding, demonstrating, and encouraging students in each work skill being taught to ensure that students are prepared for job related tasks
• Transport students to/from job sites by driving company vehicles to ensure on time arrival and successful adherence to student work schedules
• Assist students in the community and in school in coordination with the student's transition and post-secondary goals by supervising, assisting, and directing students in skills acquisition in support of Individualized Education Plan (IEP) goals to prepare students for post-secondary employment
• Maintain quality control standards by adhering to all company and school policies and procedures to maintain a consistent approach to the job role
• Maintain a flow of tasks for the student's instruction by practicing the tasks with students and revising tasks as needed to prepare the students for community job roles
• Develop and deliver simulation job tasks to be utilized for student instruction by setting up classroom or office areas and collaborating with the school's on-site work training centers in a manner like the job site, teaching the skill, and practicing the job skills with the student to prepare students for the demands of the community work environment
• Assist the students in developing appropriate work attitudes and work skills by modeling and teaching appropriate communication methods and social skills, exhibiting, and encouraging effective work ethic, and instructing and practicing likely work-related scenarios with assigned students to prepare students for community-based encounters with co-workers, the public, and supervisors
• Utilize knowledge of child development, autism, developmental disabilities and learning styles by differentiating assignments and tasks to the appropriate developmental level of the assigned students to ensure comprehensive and effective skill development
• Maintain current knowledge of the students assigned job tasks and the impact on the student's communities by reviewing tasks with employers, modifying tasks and instruction as needed, and reporting changes to supervisors to ensure that the student's transition plan is both current and accurate
• Model and demonstrate effective problem solving and maintain a proactive and professional approach to unexpected changes in the job role by demonstrating a professional and mature approach to students to ensure effective and appropriate fulfillment of their future job responsibilities
• Complete assessments of students in community locations by using assessment materials to gauge student progress, strengths and weaknesses, and interest levels to prepare students for post-school employment
• Complete daily point sheets by collecting and reporting data to verify student progress in identified goal areas and adjust training accordingly
• Cross train and provide substitute services in other transition areas as assigned by the supervisor by assuming additional duties and tasks in the absence of other transition staff and to ensure smooth transition services operations
• Maintain a safe campus environment by following all requested policies and procedures including, but not limited to, signing in and out in available program systems, informing campus security of any activities wherein students are outside of the school building perimeter, and securing all entry/exit doors as appropriate after use to provide the safest possible environment for students and staff
• Perform cardiopulmonary resuscitation (CPR), and safe crisis management using agency-trained protocols by engaging in approved practices for CPR and crisis management to ensure the safest possible response to crisis situations
• Perform other duties as assigned

IMMEDIATE SUPERVISOR: Transition Coordinator

DIRECT REPORTS: None

CONTACTS: Elwyn staff, students, families/care givers, community representatives, businesses, related service providers

EDUCATION/EXPERIENCE/SKILLS REQUIREMENTS :

• High school diploma or equivalent
• Two (2) years of experience working with students with disabilities, particularly with students with autism, intellectual disabilities, physical handicaps, and emotional handicaps
• Background and/or experience in an educational setting highly preferred
• Knowledge of principles and methods of transporting students in a safe and efficient manner and per regulations
• Experience in workplace development, case management, and/or vocational coaching preferred
• Demonstrated ability to work effectively as part of a team
• Ability to work in a fast-paced environment and manage and prioritize multiple, often competing, priorities
• Demonstrated strong attention to detail
• Demonstrated strong time management and organizational skills
• Demonstrated excellent judgment with the ability to independently solve problems and make decisions with little or no need for direct supervision
• Demonstrated ability to anticipate future needed changes or identify problem areas and take effective actions
• Must be able to perform CPR and crisis intervention using agency-trained protocols
• Must possess excellent customer interaction, collaboration, presentation, and written and verbal communication skills
• Demonstrated intermediate experience with Microsoft Office applications, including Word, Excel, Outlook, and PowerPoint
• Knowledge of electronic records systems preferred
• Must have current, valid driver's license in state of residence, three (3) years driving experience in the United States, and acceptable driving record

2026-5857