School Social Worker

Job title: Social Worker (Sheldon Pines School)


Reports to: Sheldon Pines Program Director


Position Summary


The Social Worker provides comprehensive social-emotional, behavioral, mental health, and family support services that promote student success and well-being across educational settings. This role conducts assessments, participates in special education evaluations and IEP development, provides individual, group, and classroom-based social-emotional instruction, and develops and implements behavior intervention plans to support positive student outcomes. Responsibilities include coordinating case management services, facilitating collaboration among families, schools, community agencies, and service providers, and supporting students through behavioral, developmental, and mental health interventions. The position also plays a key leadership role in Multi-Tiered Systems of Support (MTSS), Positive Behavioral Interventions and Supports (PBIS), behavior threat assessment, crisis response, and staff training related to behavior management, mental health, and safety practices.


Essential Functions/Responsibilities

1. Provide direct social work services, counseling, and behavioral interventions to students in accordance with IEPs, IFSPs, and individualized support plans.
2. Conduct developmental, social-emotional, behavioral, and autism-related assessments, observations, evaluations, and data collection to support eligibility, intervention planning, and student success.
3. Develop, implement, and monitor Functional Behavior Assessments (FBAs), Positive Behavior Support Plans (PBSPs), behavior interventions, and social-emotional supports.
4. Coordinate and plan SEL lessons for social group times during the week. Co-teach these lessons with homeroom teachers.
5. Provide family-centered coaching, consultation, case management, and service coordination while connecting families with community resources and support services.
6. Collaborate with multidisciplinary teams, educators, families, community agencies, mental health providers, and medical professionals to support student needs and transitions.
7. Support and lead MTSS, PBIS, BTAM, BIT, SEL, and other schoolwide prevention, intervention, and behavior support initiatives.
8. Respond to behavioral, mental health, and crisis situations, including risk assessments, de-escalation, safety planning, and crisis intervention.
9. Provide coaching, modeling, training, and consultation to staff regarding behavior support, mental health, trauma-informed practices, restorative practices, and evidence-based interventions.
10. Develop and participate in IEP meetings, IFSP meetings, eligibility reviews, transition planning, team meetings, and program development activities.
11. Maintain required documentation, reports, progress notes, case records, evaluations, and compliance timelines.
12. Perform other functions as assigned.

These functions and responsibilities are judged to be "essential functions" in terms of the Americans with Disabilities Act (ADA). 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 functions that may be performed by such a person.

Employment Qualifications

Education:


Master's degree or equivalent, and extensive training or advanced certification / licensing required.

Experience:


Requires three (3) to five (5) years of related experience. Experience working in a K-12 school or educational setting is strongly preferred.

Supervisory Responsibilities:


None.

Certificates, Licenses, and/or Registrations:


A valid Michigan Social Work license (LLMSW or LMSW) issued by the Michigan Department of Licensing and Regulatory Affairs (LARA) and a valid Michigan School Social Work Certificate issued by the Michigan Department of Education (MDE) are required.

Required Knowledge, Skills, and Abilities:


To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.

1. Knowledge of child and adolescent development, social-emotional development, mental health, trauma-informed practices, behavior intervention, autism characteristics, and family systems.
2. Knowledge of IDEA, special education processes, including evaluation and reevaluation, IEPs, FBA/PBSPs, MDRs, as well as Seclusion and Restraint process and procedures, BTAM, MTSS, PBIS, crisis prevention, and school-based mental health practices.
3. Skill in assessment, counseling, crisis intervention, behavioral consultation, conflict resolution, and evidence-based therapeutic approaches such as CBT and DBT.
4. Strong communication, collaboration, relationship-building, and case management skills.
5. Ability to coach and train staff in behavior supports, intervention strategies, and social-emotional learning practices.
6. Ability to analyze data, develop intervention plans, and support systems-level problem-solving.
7. Strong organizational, documentation, time-management, and problem-solving skills.
8. Ability to manage multiple priorities while maintaining compliance and service timelines.
9. Ability to remain calm and exercise sound professional judgment in high-stress or crisis situations.
10. Proficiency with electronic documentation systems, student information systems, and standard technology applications.

Physical Requirements:


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.

1. Sufficient visual ability to read, review, and work with information presented on computer screens and in electronic and printed formats.
2. Frequent movement between standing, sitting, kneeling, and floor-level positions while supporting children, families, and program activities.
3. Participation in approved Crisis Prevention Institute (CPI) interventions, and ability to be a trainer of, and safety procedures when required, including the use of established de-escalation and physical intervention techniques.
4. Ability to lift, move, or support students, equipment, and instructional materials. Physical demands vary by assignment and student needs and may include lifting or assisting individuals weighing up to 50 pounds or more with or without mechanical assistance.
5. The physical requirements of this position vary based on specific job assignments. Employees must be able to perform the essential functions of the position, with or without reasonable accommodation.

Work Environment:


The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. The qualifications listed above are guidelines for selection purposes; alternative qualifications may be substituted if sufficient to perform the duties of the job. Job functions are to be performed in-person unless as otherwise approved by supervisor.


The noise level in the work environment is usually quiet to moderate. This is not a virtual position.

Compensation:

• Pay: Salary range of $80,600-$104,000
• Schedule: Full-time schedule of 190 days
• Benefits: Full benefits package, including health, dental, vision, disability, and life insurance. MPSERS provided retirement plan.
• View a detailed breakdown of our benefits package. View our insurance costs.

ADA:


Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Equal Employment Opportunity:


Ottawa Area ISD is an Equal Opportunity Employer. Please visit oaisd.org for more information.