School Social Worker

JOB DESCRIPTION

NOTE: This position is assigned to both Round Lake High School (50%) and the Round Lake Transition Center (50%).

PART I: SUMMARY OF POSITION

The School Social Worker provides direct and indirect social work services to students, as indicated on a students’ Individualized Education Plan (IEP). This position also works as a a member of an interdisciplinary team to provide mental health assessments, services, resources, and referrals.

PART II: MINIMUM KNOWLEDGE, SKILLS AND ABILITIES

A. EDUCATION AND EXPERIENCE:

• Master’s degree or higher in school psychology from an accredited college or university
• Three (3) years of experience as a school social worker preferred
• Bilingual Spanish preferred
• Familiarity with the Round Lake community preferred

B. CREDENTIALS:

• Illinois Professional Educator license with the required endorsements as provided in the school code.

C. KNOWLEDGE, SKILLS AND ABILITIES:

• Knowledge of social work modalities and procedures; models of school social work practices;
• Knowledge of theories of human behavior and development
• Knowledge of IEP and due process requirements
• Knowledge of community resources, availability of resources and referral procedures;
• Knowledge of mental health assessment; an understanding of the most common disorders and co-morbidity, as related to the diagnosis, and the impact on education;
• Knowledge of crisis assessment, intervention and de-escalation; suicide assessment;
• Skill in communication, especially regarding conflict resolution;
• Skill in social work individual and group processes;
• Skill in performing assessments for mental health, chemical dependency and crisis;
• Skill in completing IEP goal development for social work goals;
• Ability to work with individuals from diverse backgrounds.

PART III: ESSENTIAL FUNCTIONS

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Provides direct social work services to students with IEPs, including individual counseling, therapeutic processing, and structured group interventions.
• Delivers social-emotional instruction focused on social skills, emotional regulation, problem-solving, conflict resolution, and behavior management.
• Supports students in understanding how mental health, trauma, family dynamics, and chemical dependency issues impact learning and school functioning.
• Participates as a member of interdisciplinary teams to design, implement, and monitor social work services and IEP goals.
• Serves as a liaison among schools, families, social service agencies, probation services, and community mental health providers.
• Travels between multiple work sites to provide equitable and continuous social work services.
• Provides indirect services through consultation with teachers, administrators, and support staff regarding student social, emotional, and behavioral needs.
• Assists staff in modifying instruction, classroom practices, and behavioral supports to improve student performance and engagement.
• Develops and models evidence-based behavior management, de-escalation, and trauma-informed strategies.
• Conducts social-emotional, mental health, crisis, and chemical dependency assessments.
• Assesses student and family needs for community-based services and resources.
• Coordinates and facilitates referrals, including wrap-around services, to support complex student needs.
• Provides crisis intervention, including suicide risk assessments, safety planning, and coordination of emergency supports.
• Supports students experiencing non-crisis mental health or behavioral challenges that interfere with the school day.
• Assists with transition planning and coordination of post-secondary, vocational, therapeutic, and community resources.
• Promotes and participates in initiatives that support a positive, inclusive, and affirming school climate.
• Contributes to prevention programming and systems-level supports related to mental health, wellness, and resilience.
• Documents assessments, services, progress toward IEP goals, and student contacts in compliance with legal and district requirements.
• Completes Medical Assistance (MA) billing documentation accurately and in a timely manner.
• Participates in professional learning, collaboration, and related duties to support Student Services and Special Education programs.
• Perform other duties as assigned.

PART IV: SUPERVISION

Not applicable

THE ABOVE STATEMENTS ARE INTENDED TO DESCRIBE THE GENERAL NATURE AND LEVEL OF WORK BEING PERFORMED BY THE EMPLOYEE ASSIGNED TO THIS POSITION. THEY ARE NOT TO BE CONSTRUED AS AN EXHAUSTIVE LIST OF ALL JOB RESPONSIBILITIES AND DUTIES PERFORMED BY PERSONNEL SO CLASSIFIED.

RLAS #116 IS AN EQUAL OPPORTUNITY EMPLOYER. IN COMPLIANCE WITH THE AMERICANS WITH DISABILITIES ACT, THE DISTRICT WILL PROVIDE REASONABLE ACCOMMODATIONS TO QUALIFIED INDIVIDUALS WITH DISABILITIES AND ENCOURAGE BOTH PROSPECTIVE AND CURRENT EMPLOYEES TO DISCUSS POTENTIAL ACCOMMODATIONS WITH THE DISTRICT WHEN NECESSARY.