Social Worker/Fasst Coordinator - TCCE - 74940

Social Worker - TCCE Full‑Time APSTA Employment Opportunity School social workers provide high quality services and expertise on issues ranging from program design to assessment and intervention with students. School social workers will also link child‑serving and community agencies to the schools and families to support children’s academic, emotional, behavioral and social success (SSWAA). Major Responsibilities and Duties System Design Implement and regularly evaluate building level implementation of district adopted models, policies and procedures (i.e. MTSS/RTI, PBIS, TCIS). Analyze tiered behavioral data to monitor the integrity and fidelity of building practices. Engage in ongoing communication and consultation with administration, teachers, parents, and community providers to create safe, health and supportive learning environments. Identify systemic patterns of student need and work with district and building personnel to identify appropriate, evidence‑based social‑emotional/behavioral strategies. Facilitate collection, entry and analysis of data utilized in progress monitoring; help determine behavioral impact on academic progress and develop indicators of academic, social emotional, and behavioral health of students. Knowledge of district academic processes and protocols, and their alignment with social‑emotional/behavioral health of students. Plan for and conduct necessary staff professional development for implementation of social‑emotional/behavioral best practices (i.e. preventative strategies, trauma‑informed schools). Attend department meetings and relevant professional development opportunities. Team Collaboration Actively participate in building RTI/MTSS team(s) to ensure the integration of all data in team decision‑making and alignment of interventions. Provide classroom push‑in support and apply behavior skills training to facilitate the understanding of behavioral strategies (Tiers I, II, and III). Collaborate/consult in the development of team procedures, with teachers, families and related service providers to support instruction, design intervention, promote treatment integrity, and improve intervention success, with all staff to promote understanding of mental health and behavioral concerns. Serve Individual Students Provide individual and group counseling to Students with Disabilities – develop and progress monitor Individualized Education Plan (IEP) goals. Complete behavioral screenings and obtain social history to assist intervention planning. Use data to determine need, deliver and progress monitor small group (Social Academic Instructional Groups – SAIG) and individual counseling utilizing evidence‑based practices. Consult with teachers and parents regarding preventative practices. Observe students in the instructional environment to identify appropriate intervention strategies, barriers to intervention, and collect data. Design, implement and evaluate a comprehensive range of evidence‑based interventions for students at risk for academic, social‑emotional or mental and behavioral health concerns. Participate in development of tiered behavioral interventions (i.e. Behavior Support Plan, Functional Behavior Assessment, Behavior Intervention Plan, etc.). Support progress monitoring strategies as part of the individual student intervention plan, and assist staff in interpreting data as part of the ongoing decision‑making process. Crisis response for students in critical need (i.e. suicide ideation, self‑harm). Serve as liaisons to parents and outside providers helping to ensure that parent input is integrated into each tier of intervention and subsequent evaluation. Collaborate with parents and the school multi‑disciplinary team to facilitate referrals for community based service providers including but not limited to OPWDD, outpatient mental health counseling, behavioral health evaluation, etc. Build capacity and support the training of building‑based first‑responders (i.e. hall monitors, teaching assistants, home‑school coordinators) to address behavioral challenges. Attend mandatory meetings (i.e. Committee on Special Education, Section 504). Essential Skills and Abilities Experience working within a tiered instructional and intervention model (i.e. RTI, MTSS, PBIS) Knowledge of how students are identified for intervention; how interventions are selected, designed and implemented; and data‑based decision making. Knowledge of evidence‑based intervention strategies, progress monitoring methods, problem‑solving models, and evaluating instructional and program outcomes. Working knowledge of federal and NYS regulations (i.e. IDEIA, Part 200, NYS RTI, ESSA) Demonstrate competency in Microsoft Word, Excel, and various data management systems. Qualifications Valid NYS certification as a School Psychologist, School Social Worker, School Counselor or Special Education Teacher is required BCBA or coursework in Applied Behavior Analysis preferred Must have strong working knowledge of PBIS, RTI, MTSS Experience working with children/adolescents with a variety of psychiatric and/or behavioral disorders Experience developing Functional Behavioral Assessments, positive behavioral supports Experience working with staff and administrators on interventions to support student behavior This position offers an opportunity to make a meaningful impact on the lives of students by providing essential support and guidance in their social‑emotional and behavioral development within an alternative learning setting. If you are passionate about helping students thrive academically and socially, we encourage you to apply. #J-18808-Ljbffr Albanyschools