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Community Support Worker
2 weeks ago
**About the Program**
Rise to Life operates a specialized school-based support program that provides individualized education and therapeutic supports to children and youth with autism spectrum disorder (ASD), intellectual and developmental disabilities, complex behavioural presentations, and social or emotional regulation challenges.
The environment is structured like a school day, but with a minimum 1:1 support ratio, flexible learning opportunities, mental/physical stimulation, life skills development, coping strategies, and community-based recreational activities.
Our goal is to help students build communication skills, regulate emotions, foster independence, and experience success in real-life environments.
**Position Overview**
The Community Support Worker (CSW) works directly with assigned students throughout the school day. The CSW supports the student’s educational goals, emotional regulation, behavioural needs, health and safety, interpersonal skill development, and community engagement.
**Key Responsibilities**
**Daily Support & Relationship Building**
- Provide a minimum of 1:1 support to an assigned student during academic, recreational, therapeutic, and community-based activities.
- Build rapport through patience, consistency, and trauma-informed communication.
- Model appropriate social interactions, personal boundaries, and pro-social behaviour.
**Education & Skill Development**
- Assist the student with schoolwork, individualized programming, routine tasks, and life skills.
- Adapt instructions and activities to the student’s learning style and cognitive ability.
- Encourage independence, confidence, and strengths-based development.
**Behavioural Support**
- Utilize behaviour strategies outlined in Behaviour Support Plans, Safety Frameworks, Restrictive Procedures Plans, and program policies.
- Identify early warning signs and respond appropriately using preventative, supportive, and non-violent crisis intervention (NVCI) techniques.
- Support emotional regulation through approved coping scripts, calming strategies, redirection, and removal from the audience when appropriate.
- Never use prohibited interventions, punitive strategies, threats, or language that escalates the individual.
**Program Attendance & Community Engagement**
- Participate in supervised community outings (libraries, recreation facilities, parks, events).
- Teach skills related to appropriate public conduct, boundaries, social communication, and natural consequences.
**Team Collaboration**
- Communicate effectively with supervisors, the Program Manager, clinicians, teachers, and other team members.
- Attend meetings, debriefings, training, and contribute to ongoing student planning as required.
- Respect confidentiality and always uphold professional boundaries.
**Skills**
- Experience working with children or youth with ASD, intellectual/developmental disabilities, or complex behaviours.
- Ability to remain calm, patient, and supportive under pressure.
- Strong communication, relationship-building, and behavioural observation skills.
- Physically able to participate in an active environment (movement, recreation, outings).
- Strong observation skills with the ability to identify changes in behaviour promptly
- Competence in medication administration following strict safety protocols
- Skilled in meal preparation, cleaning routines, and maintaining a safe environment for children and youth
- Experience in group homes, supported living, education programs, or outreach services.
- Understanding of trauma-informed practice, sensory needs, and emotional regulation.
- Ability to implement structured routines, follow behavioural support plans, and communicate professionally with families, team members, and external partners.
- Strong written documentation skills — able to complete incident reports, safety frameworks, and daily logs accurately and within required timelines.
**Core Competencies**
- Emotional Regulation — you stay grounded when others are dysregulated.
- Patience & Empathy — you view behaviour as communication, not defiance.
- Professionalism — you follow procedures, respect safety, and collaborate.
- Adaptability — you adjust to changes, unexpected behaviours, and emerging needs.
- Integrity — you are reliable, consistent, and dependable.
**Hours & Scheduling**
- School-day structure (weekdays, excluding holidays and school PD days)
- Occasional modified hours for training, meetings, or transition planning.
**Qualifications**
- Diploma or Degree in a Human Services field (e.g., Social Work, Child and Youth Care, Psychology, Education Assistant, Disability Studies, Behavioural Sciences, etc.)
- Experience working with children or youth with autism spectrum disorder, intellectual or developmental disabilities, complex behaviours, or emotional regulation challenges.
- Current Police Check with Vulnerable Sector — dated within the last 6 months.
- Current Child Intervention Record Check — dated within
