Opportunity for Independence (OFI) is a nonprofit organization that advocates self-determination for people with intellectual and developmental disabilities by offering individualized innovative services and behavioral supports to promote happy healthy lives. We are hiring for the following position:
The Supported Living Services (SLS) Skills Instructor is a direct services position within the Supported Living Services Program (SLS) of Opportunity for Independence (OFI). OFI is an agency based in San Rafael, California that advocates for the self-determination of people with intellectual and developmental disabilities by offering an array of individualized innovative services and behavioral supports to promote happy healthy lives. The SLS Program supports individuals to live in their own home and experience a wide range of opportunities for living a dignified and meaningful life. OFI’s SLS Program offers each individual specialized services, tailored to and directed by them, that promote independence and community integration.
Hours of Employment
Daily schedule is based on the SLS program of the individual. A mandatory staff meeting on Tuesdays. Hourly wage $15.50 - 16.50.
The SLS Skills Instructor works with an individual in their home and in the community supporting them to develop independent living skills and actively engage in community life. The SLS Skills Instructor’s responsibilities include assisting in tasks of daily living, teaching and modeling, and providing companionship in a variety of settings. In addition, the SLS Skills Instructor provides behavioral support to address specific behavioral challenges that may prevent an individual from successful independence and community and workforce integration. The Skills Instructor works within the context of a team and reports to the SLS Manager.
Major Tasks, Duties and Responsibilities
Work with an individual in their home and in the community holding the interest of your participant at the center.
Implement daily, weekly and monthly programming customized to engage individual and support them in achieving their person-centered plan and ISP goals.
Be a positive role model, demonstrating professional attitude, behavior and boundaries in all contexts and environments.
Create and maintain an environment which fosters growth and learning.
Advocate for the person in situations where they are unable to ensure their needs are met or to advocate for themselves.
Exercise discretion and professional judgment at all times in keeping with the responsibility carried personally and by the agency for the care and welfare of adults who are developmentally and intellectual disabilities.
Communicate professionally and proactively with clients, parents, family members, residential providers, social workers, employers and peers.
Support the annual Person-Centered Planning process and ISP development.
Document client progress and capture accurate case notes information in a concise, professional, and accurate manner.
Complete paperwork and record keeping of data; case notes, client time sheets, behavioral tracking sheets, social recreation activities, and any other paper work deemed necessary.
Participate in ongoing mandatory trainings and staff meetings.
SLS Team Member
Be a strong team player and excellent communicator on the SLS Team and collaborate with all staff to ensure high quality programming and proactive problem resolution.
Maintain regular and effective communication with the SLS Manager and other team members through participation in weekly staff meetings and client teams.
Work collaboratively with the person’s SLS team so that there are clear agreements and protocols for providing behavioral support so that each SLS worker is implement the same and consistent interventions.
Maintain a creative, team-building, cooperative approach to job performance and seek to bring a constructive, problem-solving orientation to all tasks.
Be flexible, cooperative and responsive in supporting other SLS participants when staff are out or participants require additional support.
Participate in staffing review of SLS participant.
24-hour staff –communicate directly during staff transition.
Communicate using the Staff Communication Log ensuring a professional tone.
Demonstrate effective conflict resolution with other colleagues.
Independent Living Skills
Support and motivate the person to follow through on duties of daily living bringing an attitude of positive motivation and encouragement.
Assist clients with cooking, laundry, hygiene, money management, transportation, social and recreational skills.
Work with client on duties of daily living by working alongside the participant, modeling, prompting, and teaching skills to ensure successful of daily tasks.
Implement an integrated, functional, creative, skills curriculum by providing explicit instruction and practice in the community.
Work with individual to research and plan community integration activities weekly and monthly working towards greater levels of independence in planning and ensuring variety and new experiences.
Facilitate appropriate risk taking with individual to support them facing new opportunities and challenges towards greater independence.
Provide support, guidance and companionship to engage in community integration activities in natural environments.
Establish and maintain a safe environment in all settings including facilities, vehicles and public outings.
Engage individual while encouraging positive peer interactions and healthy socialization.
Prompt for tasks of daily living and other skills instruction.
Interact calmly and professionally with individuals who may act out due to behavioral disabilities.
Provide behavioral support to change, modify and control unproductive behaviors that may limit an individual’s success in the community.
Accurately assess a situation and respond accordingly.
Redirect inappropriate behaviors and seek positive resolution to individual’s conflicts and difficulties by employing best practices in positive behavioral support interventions and relationship-based approaches.
Utilize non-violent physical crisis intervention tactics if a client presents a danger to themselves or others
Associates degree preferred
High School diploma or General Education Diploma (GED)
Experience working with adults with developmental disabilities preferred
Have a valid driver’s license and a clean and insurable driving record
Must have a car in working order
Have First-Aid Basics and CPR training certification
Required to undergo and clear criminal background check
Eager to learn and grow skills
Ability to adjust communication tactics to effectively communicate and establish rapport with a participant(s)
Ability to demonstrate effective teaching skills in a number of areas including; personal care, assistance with activities of daily living and building and maintaining relationships with others;
Ability to teach a range of work readiness skills
Ability to plan events or activities for participants based upon their needs and wants;
Ability to build relationship based on companionship and support rather than supervision and control;
Ability to listen, observe and be highly sensitive to the needs and preferences of our participants;
Ability to manage crises effectively;
Ability to understand and utilize clinical language and terms in conversation, and written documentation;
Ability to assist people with disabilities to be valued members of the community;
Ability to effectively engage participant(s) to ensure pertinent information is understood;
Ability to communicate with participants, coworkers, case managers and circle of support(s);
Ability to remain professionally detached when engaging emotionally escalated participant(s) by remaining calm and not perceiving client statements or behavior as “personal” attacks;
Ability to demonstrate adequate judgment in order to make sound decisions and minimize participant risk while in emotional crisis;
Must demonstrate creative problem-solving abilities sufficient to navigate unique situations, dynamics, and logistics.
Frequent sitting, standing, walking, driving, bending, reaching, and grasping
Lift and carry up to approximate 10 pounds
Able to endure summer heat for outside outings
Able to implement non-violent physical crisis intervention tactics if a client presents a danger to self or others
Able to visually observe participant behavior
Able to understand and interpret staff and participant behavior
Able to read, understand and interpret written instructions