Education jobs in United States

The School Social Worker completes comprehensive special education evaluations resulting in the recommendation of qualification for special education services and provides direct and consultative student services. The school social worker participates in multi-disciplinary team meetings recommending special education programs and services to maximize student social, emotional, and educational success.

Minimum

Professional

• Master’s degree from an approved Social Worker program, Full approval by the Michigan Department of Education
• Licensed School Social Worker
• Experience and knowledge of special education
• Experience co-leading FBA/BIP planning
• Experience in leading social skills groups
• Ability to collaboratively work with all staff and students
• Professional level writing skills
• Ability to use or to learn new technology expediently
• Demonstrates professional level organization and time management
• Ability to implement Cognitive Behavioral therapy preferred

Curriculum

• Demonstrates knowledge of the Common Core State Standards
• Competent in using a variety of technology applications
• Knowledge of a variety of diagnostic tools, skilled in their assessment and interpretation of results.
• Support student and teachers by addressing behavior, academic goals and teaching /learning strategies that will help a child progress in the general curriculum

Compliance

• Comply with all Michigan Special Education law/requirements
• Provide Social Work services as indicated on each student’s IEP
• Collect, record and report data relative to student performance
• Conduct required formal and informal evaluations to measure students’ progress
• Collaborate in the development of METS,, IEPs, Fab/BIPs and other special education paperwork
• Comply with state and district policy on the use of seclusion and restraint
• Maintain strict level of confidentiality at all times

District

• Comply with all district procedures
• Participate in building Students Assistance Teams and processes (RTI)
• Support the ongoing improvement of a unified Multi -Tiered System of Supports
• Engage in crisis prevention and intervention services
• Participate in area meetings with the Special Education Supervisor as required
• Participate in building meetings as directed by Special Education Supervisor and building principal.
• Complete Medicaid documentation

Student Support

• Utilize a variety of research-based intervention strategies, continually assessing students’ response to intervention and make modifications as needed to ensure all children are successful
• Intervene directly with students and families through individual counseling, support groups, and skills training
• Develop age appropriate lesson plans that reflect individual student goals and group needs
• Provide home-based activities when appropriate
• Evaluate and order instructional materials needed to provide quality programming
• Serve as a member of interdisciplinary teams to address needs of at-risk students and to serve the needs of students with disabilities through the special education assessment, eligibility, and placement process
• Provide support in the development of Positive Behavior Support Plans
• Conference with parents and classroom teachers
• Provide leadership and consultant services to the district’s professional staff on matters pertaining to educating special education students
• Assist parents in identifying community resources
• Work cooperatively with community agencies involved with students and families
• Conduct initial and reevaluations of students suspected of having an Emotional Impairment or Autism
• Assist in the screening process of all students referred for ADD/ADHD
• Prepare professional written reports that shall include information needed to determine eligibility and educational data which identifies the student\'s current level of educational performance that informs recommendations.
• Provide support for students in crisis.

Other

• Stay informed about the field by participating in professional development opportunities including attending seminars, reading professional publications, and participating in field list-serves
• Support School improvement plans
• Perform other duties as assigned by the Special Education Supervisor or the Building Principal

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 able to communicate with others and clearly understand normal conversations in person and on the telephone. Employee may be required to perform extensive work at a computer display terminal. While performing the duties of this job, the employee is required to have ordinary ambulatory skills sufficient to visit other locations; and the ability to stand, walk, stoop, kneel, crouch, and manipulate (lift, carry, move) light to medium weights of 10-50 pounds. Requires good hand-eye coordination, arm, hand and finger dexterity, including ability to grasp, and visual acuity to use a keyboard. The employee frequently is required to sit, reach with hands and arms, talk and hear. Requires regular attendance and/or physical presence at the job.