Community Integration Specialist, Diverse Learners

Chicago Public Schools (CPS) is one of the largest school districts in the United States, serving over 320,000 students in 600+ schools and employing approximately 40,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning.

The Office of Diverse Learner Supports & Services (ODLSS) is responsible for student evaluations, creating and monitoring Individualized Education Programs (IEPs), and working with schools, staff, and families to fulfill these plans toward greater student development and achievement. ODLSS uses a data-driven approach to best support the needs of each individual student and does so in compliance with federal and state regulations regarding special education, including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973.

Job Summary:

Reporting to the ODLSS Transition Manager, the Community Integration Specialist will provide direct service to students with disabilities (other than those with visual impairments), supporting them in developing the skills, techniques, and behaviors necessary to safely and independently travel in the community. This position will also assist with the planning and facilitation of experiences for students with disabilities to help foster the development of skills needed for employment and other post-school adult living objectives (e.g. state ID days, job fairs, CBI events, etc). The Community Integration Specialist will collaborate with ODLSS colleagues and will assist the Division of Rehabilitation Services (DRS) and instructional team with the completion of tasks, as determined by the ODLSS Transition Manager.

The Community Integration Specialist will be held accountable for the following responsibilities:

• Provide students with disabilities with individualized travel training and instruction to support the development of skills needed to utilize public transportation, such as using pedestrian skills, employing problem-solving skills, communicating effectively, recognizing assistance needs and asking for assistance, maintaining appropriate behavior for travel, using purposeful movement and mobility skills, orientation skills, etc. and techniques for handling travel contingencies
• Using methodologies such as completing student observations, face-to-face interviews, and other relevant methods, conduct pre- and post-travel training assessments with students to determine candidacy for participation in travel training as well as successful completion of the training program and readiness to travel independently
• Collaborate with school staff (ex: case managers, teachers) to provide input on IEP goals for students who require skill development before receiving travel training services
• Develop student instructional plans and behavioral/performance tasks for analysis to determine readiness for independent travel
• Determine, review, and evaluate the safest and most effective routes for student travel, including contingency routes
• Maintain ongoing, timely documentation regarding student progress using established departmental record-keeping tools (i.e.: electronic and/or physical workbooks)
• Regularly communicate with the appropriate school staff members and parents on all aspects of the travel training process
• Create a final recommendation for student self-travel via the Student Services Management (SSM) system
• Successfully connect eligible travel-trained students to services, such as free transit passes or government-assisted wireless services, such as phones and wireless plans
• Collaborate with the ODLSS Transition Manager to assist in the development, implementation, and evaluation of travel training policies, procedures, projects, and initiatives
• Provide school staff, parents, students, and administration with information regarding travel training processes, policies, and procedures
• Collaborate with internal and external stakeholders to promote access to community services
• Provide community-based instruction for students who are not ready for travel training or for schools requesting additional assistance with community-based instruction
• Assist Transition team colleagues with DRS referral processing/completion and school/student support (e.g. parent/student education session, training for schools, students, and families)
• Actively support the creation and execution of Transition Events (e.g. College, Trades, and Job Fairs)
• Other duties as assigned

• High school diploma or GED equivalent
• Bachelor's degree from an accredited college or university preferred

• Minimum of two (2) years of experience working with individuals with disabilities in an educational setting (e.g., Direct Support Professional, Personal Care Assistant, or Job Coach roles), including the following, is required:
  • Experience providing individuals with disabilities with direct support, direction, and guidance in the development of life skills
  • Experience collaborating and communicating with community partners
  • Experience in a role responsible for providing customer service, maintaining accurate documentation and handling confidential information
• Case management experience, preferred

• Bilingual fluency in English and Spanish and/or American Sign Language (ASL), strongly preferred
• Access to reliable transportation, including a car and public transportation
• Familiarity and comfort with using public transportation and accessing various public transportation resources, including CTA, Metra, and Pace.

• Strong understanding of laws related to disability, access, and equity (e.g., IDEA, ADA)
• Capable of assessing student capabilities to determine and advocate for appropriate services to support skills development
• Familiarity with classroom or community-based strategies related to managing and addressing the unique needs of students with disabilities
• Strong interpersonal, verbal, and written communication skills; capable of communicating effectively and professionally with school staff, community partners, parents, students, and other CPS team members.
• Strong time management capabilities, including the ability to complete work tasks independently and effectively support multiple concurrent tasks and/or priorities
• Proficient in using Google Workplace, including Gmail, Google Docs, Google Sheets, Google Slides, etc.

• Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions, however, all CPS employees must be residents of Illinois.
• Be Fully Vaccinated Against COVID-19 - Unless approved for a medical or religious exemption, all employees are required to be up-to-date on COVID-19 vaccinations, including boosters, and to submit proof of vaccination to the district within 30 days of hire. "Up-to-date" on vaccination is defined as being at least two weeks past all primary vaccine doses and any applicable boosters.