Social Worker

Intervention Tasks:

• Counsel both special and general education students individually or at the group level. 
• Intervene at the classroom level by spending time with students in the class or (when needed) provide classroom social skills intervention. 
• Plan and prepare individual, group and (when needed) classroom interventions. 

Assessment Tasks:

• Initial and Re-evaluation Tasks: 
• Assess and make recommendations for students suspected of Emotional Impairment (R. 340.1706) and Autistic Spec\Tom Disorder (R 340.1715) using the appropriate Special Education Guidelines. Tasks include: 
• Systematic observation. 
• Interviews with parent, child and teacher(s). CA-60 and disciplinary file review. 
• Use of rating scales – such as the Achenbach, E.B.P.S., C.A.R.S., A.S.D.S., and adaptive behavior scales such as the A.B.A.S. 
• Social Worker report and recommendation. 
• The school Social Worker may also be asked to complete developmental histories and carryout intervention tasks for children suspected of being A.D.H.D., cognitively impaired or developmentally delayed. 

IEP/Manifestation Determination Related Tasks:

• Complete P.L.A.A.F.P. and goals and, if needed, a behavior plan, for all MET/initial and annual IEP meetings. 
• Provide input on the child and make recommendations as appropriate. 

Functional Behavior Assessment and Behavior Intervention Plans:

• Carry out Functional Behavior Assessment for both RtI Tier III and special education students.  
• Create and assist in the implementation of Behavior Intervention Plans.  
• Maintain a list of students on Behavior Intervention Plans. 
• Set-up Behavior Intervention Plan reviews every four to eight weeks for all K-8 students with intensive behavior issues who have a Behavior Intervention Plan 

RTI Process:

• Attend all relevant Tier III meetings. 
• Set up Tier III meetings, as needed, for students in grades K-3. 
• Coordinate RtI meetings with the School Psychologist and write K-3 meetings on the calendar. 

Crisis Intervention Tasks:

• Edit and update Crisis Plan, Fan Outs and all summary tables. 
• Provide direction to team after a crisis occurs.  
• Keep updated on Crisis Plan information and intervention. 
• Carry out mini-crisis and crisis intervention with students as needed. 
• Mini-crises include dealing with conflict between students, bullying, crying, refusing to work and so forth. 
• Crises include aggressive incidents with students, suicide, bomb threats, threats of harm to others and so forth. 
• Complete all relevant Crisis Intervention Forms and provide a copy to all Crisis Team Members involved with that particular crisis. 

Other Tasks:

• Caseload management in the form of making phone calls or writing letters to outside agencies and medical centers to obtain information or services for both RtI K-3 and special education students. 
• Make contacts with appropriate outside agencies. 
• Take care of holiday package information at the start of the school year. 
• Create and update a caseload list (list of students seen). Document dates on the caseload list of when students were seen during each month of the school year. 
• Keep confidential notes on special education and general education students, 
• Create and revise a caseload schedule (which includes cooperating with the School Psychologist and accommodating changes in the Academy schedule). 
• Complete Quarterly Progress Reports on special and general education students. 
• Attend field trips as requested. 
• Maintain knowledge of the Individuals with Disabilities Education Improvement Act, Michigan Special Education Law and School Social Worker legislation and regulations. 
• Obtain necessary social work hours of continuing education; maintain a record of hours to submit upon request. 

Competencies –

• The Social Worker shall possess applicable knowledge of: 
• Individual, family, group and family dynamics, as well as mental health concepts and behavior which result from mental, physical, sensory, emotional, speech or other conditions. 
• Educational organization delivery systems and the Academy as a social institution. Developmental stages in children and how stages impact the learning process. 
• The legislative process and the impact of law on education. 
• Identifying and developing resources with major local human service organizations. 
• Systematic observation and diagnostic assessment (of emotions and behavior) of an individual pupil or groups of pupils. 
• Formulating plans of action to address learning and behavior issues. 
• Identifying the social and emotional needs of pupils and designing appropriate interventions to enhance the learning environment in the Academy. 
• Communicating to appropriate persons regarding social work knowledge and skills, socio­developmental findings, goals and objectives, intervention strategies as well as outcomes and recommendations. 
• Providing appropriate direct or indirect treatment services to individuals, groups, families and the community. 

•  Master of Social Work from an accredited Council on Social Work graduate school of social work program approved by the State board of education. 
• The Social Worker must have received Full Approval as a School Social Worker or Temporary Approval (and be working towards meeting the qualifications for full approval). 
• Must also have a clinical license – either a Limited License Master Social Worker (“LLMSW”) and be working towards becoming a licensed social worker; or be a fully Licensed Master Social Worker (“LMSW”). 
• Approval issued through the office of special education. 
• Satisfactory criminal background check and unprofessional conduct check as required by School Safety Legislation.