Employment Specialist (DIF Grant funded)

Employment Specialist (DIF Grant funded) Linn-Mar Community Schools - 4.4 Marion, IA Job Details Full-time 1 day ago Qualifications Behavior management for students with special needs Working with individuals with disabilities High school diploma or GED Working with students with special education needs Crisis management

Full Job Description Position Title:

DIF Employment Specialist Immediate Supervisor:

Building Principal or Designee Job Summary/Goal:

The DIF Employment Specialist supports students in developing work skills through on-campus and off-campus opportunities utilizing the Customized Employment model. This position must establish a collaborative and inclusive environment with community service providers and business partners. The DIF Employment Specialist will collaborate with different special education teachers with a determined roster, focusing on students with unmet working needs.

Essential Duties and Responsibilities:

Duties may vary by season, grade-level and activity usage; however, Significant Performance Responsibilities are listed below. This list is not intended to be all-inclusive. Other duties may be assigned which fulfill the needs of students. Assess students' abilities, interests, and skills to identify suitable employment opportunities through both familiar and exploratory experiences, following the principles of the Customized Employment model. Conduct informational interviews and business tours to evaluate employer needs and identify potential job opportunities aligned with student strengths. Develop individualized employment plans that reflect each student's goals, support needs, and career aspirations. Facilitate the development of social capital by identifying and engaging with relevant social networks to support students in building meaningful employment connections. Advocate for students by presenting their strengths and potential contributions to employers, aligning individual capabilities with organizational needs. Provide on-site job training to students, focusing on communication, workplace readiness, and job-specific skills to ensure successful integration into the work environment. Collaborate with employers to enhance natural supports and leverage existing training programs, ensuring sustainable employment outcomes for students. Participate in IEP meetings and other parent conferences to share information about customized employment services and student progress. Deliver person-centered training and support to students placed in community-based employment settings. Maintain accurate and timely documentation of services provided, in compliance with program and funding requirements. Assist in job placement by aligning student preferences and competencies with appropriate job opportunities. Offer ongoing job coaching and development services to meet the evolving needs of both students and employers. Foster and maintain professional relationships with employers, families, and community partners. Support the implementation of reasonable accommodations at job sites to promote student success. Regularly assess and report on students' vocational interests, strengths, and areas for growth. Collaborate with teachers, students & families, Iowa Vocational Rehabilitation counselor, and CRP Uphold a professional demeanor in all interactions and represent the program with integrity and respect. Completion of ACRE Training from Griffin-Hamis and Associates to receive certification in Customized Employment (During Grant) Collaborate with The Arc Employment Specialist, Goodwill of the Heartland Job Coach, and IVRS Ability to obtain STOP Driving certification and drive a school vehicle Enter services provided and case notes directly into the IRSS interface within five business days, or before the end of the calendar quarter, whichever comes first. Work independently of any roster teache

Knowledge, Skills, and Abilities:

Willingly accepts, understands and follows directions and instructions. Ability to learn, understand and implement appropriate student behavior techniques and address inappropriate student behavior in a proactive way. Ability to respond to crisis intervention. Ability to exhibit an understanding of District / School programs that exist in assigned learning environment. Knowledge of Crisis Prevention Intervention techniques, or willingness to receive CPI training at first available offering. Demonstrate a cooperative and collaborative approach. Ability to make positive contributions to the instructional team. Effective interpersonal skills. Ability to work within and promote a fair, supportive and inclusive work and learning environment. Assist in the preparation, serving, and clean up of breakfast, lunch and snacks as needed. Demonstrate productive, appropriate and independent use of time. Communicate (verbal/written) effectively and professionally with the school community including students, colleagues, families and administration. Possess a genuine interest in helping students. Possess patience as to not get easily discouraged. Ability to help students become more self-sufficient and/or successful in classes. Ability to accept and complete assigned responsibilities in a timely and effective manner. Knowledge of and interest in a variety of educational areas such as music, arts, sports, and games. Leadership skills in directing student activities. Maintain professional growth, current Mandatory Reporting Training, First Aid, CPR certification as required by state and federal regulations. Assume duties and responsibilities as may be assigned by administration and/or teachers.

Professional Standards:

1. Quality of Work (Supports a learning environment by participating in instructional opportunities; encourages appropriate standards of behavior, positive interaction, active engagement in learning and self-motivation.) 2. Quantity of work (The amount of work performed is evidence of high productivity; industrious; carries fair share of work load; seeks additional tasks.) 3. Knowledge of job (Understands professional strategies, techniques and materials within the District; Job and job-related responsibilities are well understood and reflected in job performance; exhibits continuous improvement and ongoing learning.) 4. Creativity/Problem Solving (Offers new ideas; suggests innovative and better ways of performing necessary tasks.) 5. Interpersonal Skills (Works collaboratively with others; courteous; polite; pleasant; promotes positive image in contacts with the school community including colleagues, families and related agencies.) 6. Dependability (Reliable; punctual; consistent attendance; completes work accurately and in a timely fashion; stable and calm in a crisis or emergency; works independently.) 7. Professional Appearance (Dress is acceptable for the job; appears clean, well-groomed and "professional.") 8. Organizational Skills (Exhibits ability to prioritize work; organizational skills enhance job productivity.) 9. Technical Skills (Exhibits proficiency in and uses required computer applications to maximize efficiency.) 10. Written/Verbal Communication (Convey information and ideas accurately and clearly to meet the needs of the reader, transfers thoughts and ideas into speech and presents clearly.) 11. Managing Change/ Adaptability (Demonstrates good understanding of organizational changes and communicates support for such change.) 12. Professional Approach (Professional, positive, and helpful approach with members of the school community, including colleagues, families, students and administration. Displays loyalty towards the organization. Demonstrates a capacity to understand and displays a willingness to follow administrator / teacher requirements and produces a professional level of service and collaboration.) 13. Flexibility (Demonstrates openness to new organizational structures, procedures, technology. Willingly takes direction and will modify one's preferred way of doing things.) 14. Safety (Exhibits knowledge of health, safety and emergency procedures of the learning environment and follows such procedures.)

Supervisory Responsibilities:

If required, supervise the individual special needs student(s) as well as other students throughout the building/playground.

Minimum Education and Experience:

High School diploma or equivalent. Experience working with students preferred but not required. Experience in school special education department or related experience preferred but not required. Experience working with behavior and learning challenged students.

Licensure or Certification:

Ability to obtain STOP Driving certification and drive a school vehicle (required) Annual Mandatory Reporting for Child/Dependent Adult Abuse.

Physical Demands:

(The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.) Must be capable of standing

• Constantly. Must
• Constantly present appropriate appearance and personal cleanliness suited to working in close proximity to school age children and adults. Must be able to
• Frequently work with interruptions during a work shift. Must be capable of
• Frequently working with co-workers with different personalities.

It may be necessary to lift up to 80 pounds to waist level (with assistance), lift up to 30 pounds to shoulder level, and lift up to 25 pounds above head level. Must be capable of carrying a wheelchair, other mobility devices, equipment or supplies weighing up to 50 pounds for a distance of 20 feet. Must be capable of carrying a wheelchair, other mobility devices, equipment or supplies weighing up to 50 pounds up 10 steps. Must be capable of trunk rotation for up to 2 minutes at a time. Must be capable of squatting for up to 2 minutes. Must be capable of sitting at different levels including adult and child height chairs (12 inches), benches and the floor and up and down movements to attain those different levels. Must be willing to come into contact with body fluids such as urine, blood and nasal secretions and contagious diseases such as flu and the common cold. Must be capable of using cleaning and sanitizing chemicals with appropriate PPE's. Must be capable of working in broad range of temperatures, humidity and other winter and summer environments. Must be capable of working in a noisy environment. Must have physical dexterity in limbs and digits necessary to physically interact with children in a playground and classroom environment. Is required to pass a pre-employment physical. - Denotes standard values established by the

Department of Labor NOTE:

Tasks that have physical demands that exceed the above stated limits should only be performed with sufficient manpower.

Work Environment:

(The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.) The noise level in this environment is quiet to loud, depending upon the activity in the particular location and part of the day. The environment has little or no air conditioning. Some supervisory responsibilities may require the employee to work outside in all types of weather. The statements in this job description are intended to describe the general nature and level of work being performed by individuals assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties, and skills required of personnel in this position. These statements are not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his or her supervision. The Linn-Mar Community School District shall provide equal opportunity to employees and applicants for employment in accordance with applicable equal employment opportunity and affirmative action laws, directives, and regulations of federal, state, and local governing bodies. In employing individuals, the District will consider the qualifications, credentials, and records of the applicants without regard to age, color creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, genetic information, physical or mental ability or disability, ancestry, political party preference, political belief, military status, socioeconomic status, pregnancy, or familial status.