Governor's Ranch Elementary is a high quality neighborhood that feeds Ken Caryl Middle School and Columbine High School. We are proud of our successes, and we reflect on our practice to ensure that all students Grow | Relate | Engage every day. This is particularly important as we host a Significant Support Needs center program, and we are currently examining how to be more inclusive.

Approximately one-third of our students choice enroll (primarily from Denver), but most students live within walking distance from the school which allows for an active and involved parent community. Teachers who experience the greatest level of success at Governor's Ranch Elementary recognize parents as an asset and engage parents both as volunteers and as partners in their child's education while establishing and maintaining professional boundaries.

Current work at Governor's Ranch Elementary includes examining inclusive practices, system reading instruction, and engaging students through the use of technology (Kindergarten are 1:1 with iPads, and first through fifth grade are 1:1 with Chromebooks). The most successful teachers bring strong instructional practices, a willingness reflect and be coached, and an ability to partner with one another to plan for and discuss student achievement. Governor's Ranch Elementary hires only the best.

Jeffco is a learning organization in which all staff must grow in their capacity to support and educate all students including those with special needs. Special Education professionals are committed to providing equal educational opportunities for students with disabilities who have the right, and deserve the opportunity, to meet the challenging expectations that have been established for their non-disabled peers. Highly efficacious educators understand that their knowledge and skills can assist students in overcoming educational barriers. Maintaining a strong academic focus with quality instruction including frequent progress monitoring produces more successful outcomes for all students. A robust continuum of services driven by student needs is essential.

Desired Start Date: 08/09/2023

School Social Worker
Annual Position
FLSA: Exempt
FTE: .10000 , Hours/Day: .800 , Days/Year: 185
Salary Plan, Grade, Step: JCE - Professional - 185 days , L01, 1
Min-Mid Annual Salary Range: $50,000.00 - $66,989.54 Effective as of: 08-16-2022

**Annual salary noted above is based on an 8 hour day and full days worked calendar. Any position that is less than a full FTE/8 hours per day or late start will be prorated accordingly.

Certain Education Support Professional (ESP) jobs may include the value of holiday pay into the hourly rate. Review the Holiday in Rate column of the Education Support Professional Job Title, Wage Plan, Grade document.

Summary: Provide a range of services for students who demonstrate difficulties with learning, academic achievement, social/emotional functioning, and behavior. Serve as a psycho-educational service provider involved in proactive, preventative activities, as well as responding to identified concerns. Provide services based on a combination of problem-solving, consultative, and direct service models.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.
Develop individual, group or system level interventions which improve identified problems or concerns, including academic, social/emotional/behavioral/mental health needs as they relate to educational progress.
Uses research-based and technically sound practices to drive decision-making and interventions; and collaborates with school personnel and parents in order to develop and modify student intervention strategies.
Facilitates functional assessment of behavior (FBA) and designs/implements and progress monitors intervention plans.
Conducts, interprets and implements student assessment which includes record review, interview, observation, and standardized assessment.
Administers and interprets norm-referenced and curriculum-based edumetric and psychological assessment measures.
Participates in team-based follow-up activities to review student progress, analyze data, and modify individual interventions.
Reviews school-wide assessment data to assist building staff(s) in interpreting and designing school-wide interventions.
Serve as liaison among district building(s), families and community and collaborates with various teams to assure positive outcomes for all learners.
Participate in interdisciplinary staffings to determine the eligibility, appropriate planning, and re-evaluation for students who require special education services/programs.
Comply with Exceptional Student Services and district policies and procedures (e.g., Medicaid billing, accident reporting).
Input information into ezEDMed system for reimbursement purposes.
Other duties as assigned.
QUALIFICATIONS: Hold current CDE Special Services Provider license with a School Psychologist or School Social Worker endorsement. DORA (Department of Regulatory Agency) license preferred. Training emphasis in LD/PC preferred. May be required to take additional course work or content exams to obtain the CDE Special Services Provide license. For further information on CDE Special Service Provider licensing requirements, please visit the Colorado Department of Education website at https://www.cde.state.co.us/cdeprof/endorsementrequirements.
SKILLS, KNOWLEDGE & EQUIPMENT: Ability to communicate effectively and maintain effective working relationships and function effectively as a team member and work collaboratively with others and independently as appropriate. Willingness to be flexible and respond to the changing needs of clients and the district. Ability to integrate educational theory, research and expertise into appropriate practices for local contexts, in a style that facilitates positive change and continuous improvement. Must have effective group facilitation skills. Ability to use data to make educationally sound decisions. Knowledge of best practices in curriculum, instruction and assessment; and of applicable rules and laws that govern educational decisions. Ability to read and interpret documents, write reports and correspondence, and apply appropriate mathematical concepts; and to use and integrate technology appropriately in daily work which includes, but is not limited to, efficient voice mail systems, application of basic computer skills to effectively use e-mail, internet, word processing, write IEP's.
The physical demands, mental functions, and work environment characteristics 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.
Physical Requirements: Ability to travel between schools/sites served. Normal routine levels of activity related to bending, carrying, climbing, hearing, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that can not always be anticipated. Ability to lift and carry equipment, such as large test kits, up to 35 pounds. Ability to meet physical needs of students.