School Social Worker

Central Region Educational Cooperative (CREC) is looking for a part-time social worker to join their team of related service providers!

The available position is a 0.25 FTE for 1 days/week on site in Mountainair Public Schools to provide direct support to students with special education services. Caseload can range from PreK-12th grade.

REPORTS TO: CREC Program & Related Services Coordinators

DEFINITION: “Instructional support providers” formerly referred to as related service or ancillary providers, shall mean anyone who provides services for a public school or state institution as an educational assistant, school counselor, school social worker, school nurse, speech language pathologist, psychologist, physical therapist, physical therapy assistant, occupational therapist, marriage and family therapist, occupational therapy assistant, recreational therapist, signed language interpreter, educational, alcohol and drug abuse counselor, substance abuse associate and other service providers who are employed to support the instructional program of a school district or charter school. (NMAC 6.63.3.7)

JOB PURPOSE: Provide quality services for the diagnosis and treatment of social, emotional, and/or behavioral difficulties, including conducting screenings; determining appropriate annual goals; designing and providing effective, direct therapy; and consulting with school staff, parents, and other professionals as a member of the Eligibility Determination Team (EDT) and Individualized Education Program (IEP) team.

Position Information

Central Region Educational Cooperative (CREC) is currently recruiting for a Licensed Clinical Social Worker (LCSW) to provide services to Mountainair Public Schools.

· Position Status: Part-Time, 0.25 FTE (one day per week)

· Benefits Eligibility: This position is not eligible for employee benefits.

Minimum Required Qualifications

· Must possess a current, valid New Mexico Licensed Clinical Social Worker (LCSW) license.

ESSENTIAL FUNCTIONS

Assessment/Evaluation/Screening

• Assess, evaluate, and/or screen preschool-aged to 12th grade students (ages 2 – 22 years old).
• Select and use standardized and non-standardized measures that are reliable, valid and designed for the purpose of their use.
• Comprise, write, and upload evaluation reports within provided programs and templates, such as Synergy or Powerschool Special Education. Reports must be comprehensive and include all the necessary, relevant data and information regarding the student’s suspected disability or disabilities and potential eligibility as delineated in NM TEAM, as well as provide information needed for program/educational planning. Upload signed reports into the web-based program, such as Synergy or Powerschool Special Education, and ensure districts receive a report for the parent(s)/guardian(s) and district records within state and federally mandated timelines.
• Facilitate and conduct Functional Behavior Assessment (FBA) for students with behavioral challenges, as needed and appropriate.
• Participate in Eligibility Determination Team (EDT) meetings (as appropriate). Provide interpretation of assessment and evaluation data, facilitate eligibility determination decisions, and assist in identifying the student’s program/educational needs upon completion of the evaluation(s).
• Participate in Review of Existing Evaluation Data (REED) process for students with social, emotional, and/or behavioral challenges who are due for a re-evaluation and transfer students (as appropriate).
• Assist with Child Find activities, as requested by Special Education Director and Director of Programs.

DIRECT SERVICES

• Work with school-based teams to facilitate, develop, and monitor Behavioral Intervention Plans (BIP) for students with behavioral challenges. The BIP should be directly linked to the FBA and reviewed/revised, as needed, to meet the student’s social, emotional, and behavioral needs.
• As part of the IEP team, collect and use data to develop present levels of academic achievement and functional performance and annual goals.
• Plan and provide appropriate individual and group therapy to students consistent with the goals contained in the Individual Education Plan (IEP) or other educational plan (e.g., Section 504).
• Monitor student’s progress toward reaching their annual goals, document progress in Synergy, Powerschool Special Education, or appropriate district forms, and ensure parents are provided feedback on the student’s progress as delineated in the IEP or as needed.
• Select and use materials, equipment, and other instructional material that are evidence-based, current, and meet the needs of the student(s).
• Participate on the school’s safety team, if available, and respond appropriately to students who are escalated and may be harm to themselves or others.

CONSULTATION/INTERVENTION (Multi-Layered System of Supports/Student Assistance Team)

• Consultation with classroom teachers, parents, and administrators to plan and implement interventions and strategies to improve social, emotional, and/or social skills within a Multi-Layered System of Supports (MLSS), including providing developmental guidelines and suggestions/strategies for the teacher/parent to implement.
• Provide classroom-based social skills instruction with the goal to provide support for the teachers, build capacity, and increase outcomes for students as requested and as time permits.
• Assist the Student Assistance Team (SAT) in the selection of scientifically based interventions appropriate for the student.
• Consult and provide support for students with social, emotional, and/or behavioral challenges including collaborating with classroom teachers to design classroom-based interventions.
• Assist in the proper referral to other specialists, agencies, or facilities for those students who need additional services and/or more intensive treatment.
• Provide support and technical assistance to school-based teams on Positive Support.
• Respond to a site-based tragedy/crisis (e.g. death, suicide, etc.) by providing direct services and support, as requested by the CREC Executive Director and/or Director of Programs.

*NOTE: Priority for service delivery is for students suspected of having a disability or who are currently receiving special education and/or related services including direct therapy and progress monitoring.

MEDICAID

• Assure compliance with Medicaid requirements for those students receiving direct, billable services.
• Accurately complete service logs for all therapy sessions provided, assessments completed, missed therapy sessions, and work-related activities in a timely manner.
• Participate in the web-based Medicaid Administrative Time Study within timelines.

ELECTRONIC DOCUMENTATION

• Create, document, and finalize all reports, records, and other documents using district or site approved programs, Synergy or Powerschool Special Education, and Maxcapture for the students served. Keep current on program changes and provide feedback for improvements, as appropriate.

SCHOOL CLIMATE/IMPROVEMENT

• Maintain effective working relationship with colleagues, CREC staff, and the schools served to improve outcomes for students and build/maintain a collaborative culture.
• Present a positive role model for students and district staff that supports the mission of the school district and Central Region Educational Cooperative.
• Effectively communicate with colleagues, students, and parents regarding the eligibility, progress, and needs of the student.
• Maintain confidentiality according to FERPA, HIPPA and other professional ethics.
• Create an environment conducive to effective test administration, data collection and therapy.
• Use behavior management strategies according to board policies and administrative regulations to ensure a safe and positive environment.

PROFESSIONAL GROWTH AND DEVELOPMENT

• Demonstrate behavior that is professional, ethical, and responsible.
• Seek professional development to remain current in the field of school social work.
• Attend meetings and participate in other activities to promote professional growth in areas supported by research and designed to increase student outcomes, effective practices and special education compliance.

SCHOOL OR COMMUNITY RELATIONS

• Support, follow and articulate Central Region Educational Cooperative’s mission and vision to the communities and schools served.
• Demonstrate the use of appropriate and effective techniques to increase and enhance community and parent involvement as it relates to student’s educational needs.

Job Type: Part-time

Pay: $83,200.00 - $86,002.00 per year

Benefits:

• Employee assistance program
• Retirement plan

Education:

• Master's (Required)

Experience:

• Child welfare: 1 year (Preferred)
• Experience with children: 1 year (Preferred)
• Social work: 1 year (Preferred)

Work Location: On the road

Salary : $83,200 - $86,002