Social Worker

School Social Worker (Special Education)

The school social worker provides quality services and expertise on issues ranging from program design, assessment, and intervention with scholars. The social worker provides support in academic, emotional, behavioral, and social success for scholars. Coordinates and networks with community agencies. Comply with Michigan Special Education law/requirements that impact School Social Workers. Implementation of RTI/PBIS.

Qualifications

Required Education and Experience:

• Master's degree in social work.
• Licensed Master Social Worker (LMSW) or Limited Licensed Master Social Worker (LLMSW) issued through Michigan Department of Licensing and Regulatory Affairs (LARA).
• School Social Worker Certificate issued by the Michigan Department of Education (MDE).
• If not currently certified, candidate must be enrolled in an MDE-approved School Social Worker (SSW) preparation program leading to an MDE-issued School Social Worker certificate by the first day of employment.

Knowledge, Skills, and Abilities:

• Demonstrated use of technology for work related and scholar intervention sessions.
• Demonstrated knowledge of Grand Rapids curriculum.
• Demonstrated knowledge of PBIS.
• Ability to read, analyzes, and interprets general business periodicals, professional journals, technical procedures, or governmental regulations.
• Ability to write reports, business correspondence, and procedure manuals.
• Ability to effectively present information and respond to questions from groups of administrators, staff, and the public.
• Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.
• Ability to apply concepts of basic algebra and geometry.
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exits.
• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
• Ability to apply knowledge of current research and theory to instructional program.
• Ability to plan and implement lessons based on assessment and school objectives and the needs and abilities of scholars to whom assigned.
• Ability to establish and maintain effective working relationships with scholars, peers, parents, and community.
• Ability to speak clearly and concisely in written and oral communication.
• Consistently demonstrate dependable attendance and punctuality.

Essential Job Functions

Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:

• Conduct diagnostic evaluations, writes reports, and participates fully in IEPs with parents and school teams.
• Report on scholar progress towards goals and objectives during each reporting period.
• Provide/uses data collection system for functional assessment/positive behavior support.
• Collect, analyzes and graphs data.
• Participate/provide professional development in the implementation of PBIS school-wide process.
• Comply with timelines, laws, and regulations as it relates to district, state, and federal policies and procedures.
• Work cooperatively with staff in the development of goals and objectives.
• Comply with Special Education referral and IEP timelines.
• Provide social work services as indicated on each scholar's IEP.
• Report progress to parents as scheduled in individual scholar IEPs.
• Maintain accurate records/timelines of progress and service.
• Always maintain confidentiality.
• Conduct classrooms and small group social skills building teams. Conduct individual therapy sessions tied to IEP goals.
• Collaborate with teachers to support positive practices within the classroom.
• Conduct observations of scholar behaviors and provide feedback using feedback protocols.
• Lead behavior intervention teams in assigned schools. Provide professional development and coaching to staff on PBIS and support plans.
• Comply with Master Agreement between the GRPS Board of Education and Grand Rapids Education Association.
• Participate in building Instructional/Intervention Strategies.
• Participate in meetings as directed by Special Education Administrator.
• Participate in district-wide School Social Work meetings, as directed by Special Education Administrator.
• Provide "Crisis Intervention" support throughout the district, if assigned to the Crisis Team.
• Complete Medicaid documentation, monthly.
• Support school leadership with developing and implementing Positive Behavior Support structures within the school.
• Use technology tools to support scholar self-management needs.
• Conduct parent training sessions related to scholar needs.
• Work collaboratively with school initiatives that support intervention strategies for scholar success.
• Conduct initial evaluations of scholars suspected of having an emotional impairment or with social-emotional concerns.
• Conference with parents and classroom teachers.
• Collaborate with all service providers, general education teachers, and other staff to support and provide documentation for the review of existing evaluation data (REED) process.
• Establish communication systems between social worker and individual buildings, teachers, and parents.
• Provide home-based activities, when appropriate.
• Provide support to teachers in the development of Positive Behavior Support plans.
• Work cooperatively with community agencies involved with scholars and families.
• Provide professional development for school-based staff on data collection and PBIS structures that impact scholar learning.
• Participate in professional development opportunities.
• Support individual School Improvement Plans.
• Consistently demonstrate dependable attendance and punctuality.
• Perform other duties as assigned.

ADA Requirements

The physical demands, work environment factors, and mental functions described below 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.

Physical Demands

While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment). Specific vision abilities required by this job include close vision, distance vision, and ability to adjust/focus.

Work Environment

The noise level in the work environment is usually moderate. Work is performed indoors although there will be required outdoor activities. The employee is directly responsible for the safety, well-being, and work output of scholars.

Mental Functions

While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.

Non-Discrimination/Accommodation Assistance

The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.

Assistance with the application process may be requested through the Human Resources Department at View phone number on click.appcast.io or View email address on click.appcast.io.

Disclaimer

To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were written out in this job description.