SUMMARY

Under the direct supervision of the Special Education Related Services Supervisor, and in accordance with established policies and procedures, the School Social Worker completes individual assessments and recommendations on students referred for evaluations. Participates in meetings such as MET’s, IEP’s, staffing’s, etc. Assists in developing student behavior assessments and intervention plans. Involved in crisis intervention, parent and staff training, improving school climate, student support systems, accessing community agency resources, and providing short-term intervention to students and/or families. Responsible for providing support for building-wide implementation of PBIS in a multi-tiered system of support (MTSS) framework.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Provide direct individual and group support with children eligible.
Assist students in learning social skills and develop appropriate peer relations, as well as other student behaviors necessary for school success.
Collaborate with school staff on behalf of eligible children.
Serve on student support teams and special education committees at assigned schools.
Review student records to identify previous barriers and/or interventions.
Conduct parent interviews to acquire socio-developmental information as needed for special education referrals.
Attend and participate in meetings.
Promote the knowledge and acquisition of skills regarding Positive Behavior Intervention Support (PBIS) and its benefits to the achievement of all students as embedded in a MTSS framework.
Provide training and support in the collection and analysis on use of behavioral data regarding students in the problem solving process for use in implementing school-wide, targeted and intensive PBIS supports.
Provide support in the collection, analysis and use of various PBIS assessments in the problem solving and action planning process for use in implementing school-wide, targeted and intensive PBIS supports at the school level with fidelity.
Develop, facilitate and provide training, coaching, technical assistance, problem-solving, and implementation support to building level leadership teams, behavior response teams, classroom teachers and school staff on the use of:
- Tier 1/school-wide supports to include universal non-classroom and classroom management practices (including data collection, data analysis and decision making in a problem solving model
- Tier 2/targeted supports to include decision rules, research and evidenced based behavior interventions (including data collection, data analysis and decision-making in a problem-solving model including Check In / Check Out, etc.).
- Tier 3/intensive supports to include data collection/analysis (FBA) to provide individualized research and evidence based interventions (BIP) in a problem-solving model.
Participate in professional development activities aimed at current trends and best practices for the provision of comprehensive school social work services.
Maintain necessary program and student related files and records to document contacts and services provided.
Submit required reports in a timely and accurate manner as requested or assigned.
Work collaboratively across systems and departments with instructional staff and administrators to build capacity for data collection, problem solving and data-driven instructional decision making processes that support implementation of Multi-Tiered Systems of Support (MTSS) across core instruction, strategic and intensive intervention and assessment practices to positively impact student growth and achievement.
Other duties as assigned.

The above statements are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all job duties that may be performed by such a person.

QUALIFICATIONS

CERTIFICATES, LICENSES, REGISTRATIONS (If Applicable):

Required

Certification as school social worker in Michigan and have obtained or be in the process of obtaining a full Michigan license in Social Work

EDUCATION, TRAINING & EXPERIENCE:

Required

Masters’ degree in social work from a program approved by the State Board of Education.

Desired

TCI/CPI (Therapeutic Crisis Intervention/Crisis Prevention Intervention) or similar training.
One (1) or more years of experience in a school setting.
One (1) or more years of experience in IEPs and goal writing.
One (1) or more years of experience in differentiating instruction, including multiple grade levels.
One (1) or more years of experience in developing and implementing classroom level behavior systems & plans
One (1) or more years of experience promoting good personal relationships with students, parents, staff, and others.

KNOWLEDGE, SKILLS & ABILITIES

Knowledge of current state and federal regulations and requirements related to school social work programs.
Knowledge of the research and evidence base related to Positive Behavior Intervention Supports from School-wide PBIS to Functional Behavioral Assessment (FBA) and Behavior Intervention Planning (BIP)
Skill in report writing, evaluation, and interview procedures.
Skill in developing content, planning and conducting professional development/training in relation to PBIS implementation.
Skill in leadership and project organization (planning, progress monitoring, problem solving and evaluating) in relation to PBIS and MTSS implementation.
Ability to build and maintain rapport with students, parents, professional and support staff, and community.
Ability to work collaboratively with various stakeholders to gain consensus related to PBIS implementation within a MTSS framework.
Ability to develop collaborative relationships with colleagues, administrators, behavior response teams, classroom teachers, MTSS coaches, support staff, students and parents.

PHYSICAL EFFORT & WORKING CONDITIONS:

Sitting – moderate
Standing/Walking/Bending/Stooping – moderate

SPECIAL CONSIDERATIONS

Position requires the employee to provide his/her own transportation for job related travel.
Position requires regular and predictable attendance at the workplace.

Eaton RESA does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identify), disability, age, religion, height, weight, marital or family status, military status, genetic information, or any other legally protected category (collectively “Protected Classes”), in its programs and activities, including employment opportunities. In addition, arrangements can be made to ensure that the lack of English language proficiency is not a barrier to admission or participation. Civil Rights Coordinators are located at 1790 E. Packard Hwy, Charlotte, Michigan to handle inquiries regarding the nondiscrimination policies and grievance procedures. Telephone (517) 543-5500.