Elementary School Social Worker - Southwest Campus

Rocky Mountain Prep•Denver, CO

5d•$75,000 - $87,000

About The Position

We are Rocky Mountain Prep, a movement comprised of incredible educators, families, scholars, and advocates who are changing the face of public education in Colorado by democratizing college access and preparation for historically marginalized students and families. On paper, we are a network of twelve college preparatory charter schools in the Denver metro area serving students as young as twelve weeks through twelfth grade. Each member of the organization plays a part in achieving these goals. School-based staff members will work towards 2 or 3 metrics that are aligned to both their individual roles AND the Big 5. These metrics vary by position and are subject to change. In This Role You Will... Complete Responsible Assessment and Intervention Practices in Special Education and Section 504 Conducts valid, fair, and legally defensible evaluations for Special Education and Section 504 eligibility, including students in center-based programming. A school social worker performs a variety of standardized and informal social-emotional-behavioral, adaptive, and other assessments for students. A school psychologist performs a variety of standardized and informal cognitive, executive functioning, social-emotional-behavioral, adaptive, and other assessments for students. Administer and interprets findings to identify student needs and develop subsequent appropriate interventions and services through IEP programming Attends and contributes to IEP meetings as appropriate; present results in clear, understandable terms to a variety of audiences (e.g., parents, students, staff, community) so that the recipient can make informed choices Assist with the implementation and monitoring of IEPs and 504 Plans (If applicable to assignment) Collaborates with and provides consultation to the center team to ensure social emotional needs of students are met Tiered Model of School Mental Health Interventions, Services and Supports Provides direct and indirect special education services based on IEPs and mental health services based on Section 504s for students across LREs (e.g., Mild/Moderate, center-based programming). Participates in team approach on Functional Behavior Assessments and development of Behavior Intervention Plans; designs and implements and progress monitors services and intervention plans Uses skill-building strategies through direct and indirect service methods in a small group or individual settings to teach students effective, positive behaviors, such as self-regulation and self-monitoring planning/organization, impulse control, empathy, and healthy decision-making Designs, implements, monitors, and adapts student response to research-based interventions for targeted academic, behavioral, social, and emotional needs Follows protocol for providing students in General Education/MTSS with counseling services that align with district and/or STRIVE expectations (e.g., SE/MH plan, consent for counseling, documentation in ezEdMed, progress monitoring ) Collaborates with families and community providers to develop student intervention/action and intervention plans Work collaboratively with other school personnel to create and maintain a variety of services to support all students’ attainment of academic, social, emotional, and behavioral goals Takes lead on filing for truancy contempt and implementing court order Preventative and Responsive Crisis Services Collaborates with school personnel, parents, students, and community resources to provide competent mental health support during and after crisis situations and support network crisis responses as needed and follow ERCM network response team procedures Conducts suicide risk review process and nonsuicidal self-injury protocols according to training and best practices (e.g., follow protocol, inform parents, provide recommendations and referrals to community services, and often provide follow up counseling and support at school) for students Participates in threat response system process according to training and best practices for students As appropriate, offers families resources and referrals for services in the community and support families in navigating those services

Requirements

Meets all professional licensure requirements (i.e., CDE SSP License). Learn more here.
Training and experience in restorative and trauma-informed approaches
A commitment to the social-emotional well-being of all scholars and the culture of the school.
Experience working with historically marginalized communities in any setting.
Demonstrate eligibility to work in the United States
We use E-Verify to confirm the identity and employment eligibility of all new hires.
In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and to complete the required employment eligibility verification form upon hire.
Rocky Mountain Prep does not sponsor visas at this time.

Nice To Haves

Speaks Spanish
Has experience working with English Learners
Demonstrated success working with students of color and students with varied abilities

Responsibilities

Conducts valid, fair, and legally defensible evaluations for Special Education and Section 504 eligibility, including students in center-based programming.
Administer and interprets findings to identify student needs and develop subsequent appropriate interventions and services through IEP programming
Attends and contributes to IEP meetings as appropriate; present results in clear, understandable terms to a variety of audiences (e.g., parents, students, staff, community) so that the recipient can make informed choices
Assist with the implementation and monitoring of IEPs and 504 Plans
Collaborates with and provides consultation to the center team to ensure social emotional needs of students are met
Provides direct and indirect special education services based on IEPs and mental health services based on Section 504s for students across LREs (e.g., Mild/Moderate, center-based programming).
Participates in team approach on Functional Behavior Assessments and development of Behavior Intervention Plans; designs and implements and progress monitors services and intervention plans
Uses skill-building strategies through direct and indirect service methods in a small group or individual settings to teach students effective, positive behaviors, such as self-regulation and self-monitoring planning/organization, impulse control, empathy, and healthy decision-making
Designs, implements, monitors, and adapts student response to research-based interventions for targeted academic, behavioral, social, and emotional needs
Follows protocol for providing students in General Education/MTSS with counseling services that align with district and/or STRIVE expectations (e.g., SE/MH plan, consent for counseling, documentation in ezEdMed, progress monitoring )
Collaborates with families and community providers to develop student intervention/action and intervention plans
Work collaboratively with other school personnel to create and maintain a variety of services to support all students’ attainment of academic, social, emotional, and behavioral goals
Takes lead on filing for truancy contempt and implementing court order
Collaborates with school personnel, parents, students, and community resources to provide competent mental health support during and after crisis situations and support network crisis responses as needed and follow ERCM network response team procedures
Conducts suicide risk review process and nonsuicidal self-injury protocols according to training and best practices (e.g., follow protocol, inform parents, provide recommendations and referrals to community services, and often provide follow up counseling and support at school) for students
Participates in threat response system process according to training and best practices for students
As appropriate, offers families resources and referrals for services in the community and support families in navigating those services