School Social Worker Setting IV na LIONSGATE ACADEMY

Description

Lionsgate Academy specializes in educating students living with Autism and other learning differences and offers more than a typical school.

OUR SCHOOL:

Grades 7-12, Small class sizes, small case loads (30-50 students)

OUR STAFF:

Collaborate daily with team members

Have full benefit options including medical, vision, disability, HSA, FSA, 403b and free dental

80 hours Paid Time Off in the school year

Are passionate about the work they do in a fun and rewarding environment

Receive mentor support  

Have summers off and the opportunity to work Extended School Year (summer school)

$49,000 - $80,000 depending on education and experience

POSITION TITLE: School Social Worker - Setting IV

DIRECT SUPERVISOR: Site Director

POSITION STATUS: Exempt

CORE HOURS: Monday – Friday, 7:45 am – 4:15 pm

DUTY DAYS: 187

POSITION PURPOSE

The School Social Worker in a Setting IV school plays a critical role in supporting students with intensive emotional, behavioral, and mental health needs. This position serves as a key mental health provider and systems connector, using a trauma-informed and restorative lens to help students remain in school, access their education, and build relationships. The School Social Worker will assess student needs, provide direct services, and lead efforts in building a supportive, inclusive school climate through restorative practices and individualized interventions.

ESSENTIAL FUNCTIONS

•  

  Conduct comprehensive assessments/evaluations to identify social, emotional, and behavioral needs impacting students' ability to access education.
• Develop IEP goals and objectives specific to social, emotional and behavior needs; deliver direct and indirect special education services.
   
• Monitor and report student progress on goals, collaborating with interdisciplinary team members including case managers, related service providers, and administrators.
   
• Facilitate and participate in restorative circles, mediations, and re-entry meetings to support school culture and individual student regulation and reintegration.
   
• Work with individual and small groups of students on issues such as emotional regulation, trauma, grief/loss, social relationships, and school avoidance.
   
• Provide crisis intervention and mental health support, including risk assessments (e.g., suicide, self-harm, aggression), safety planning, and de-escalation.
  
   
• Consult with staff on student needs, classroom management strategies, and embedding restorative practices into everyday interactions.
   
• Act as liaison between school, families, and community mental health or social services; participate in wraparound planning and resource referrals.
   
• Participate in IEP meetings, behavior support plan development, and team problem-solving discussions.
   
• Maintain timely and accurate documentation of services, communications, and compliance requirements.
   
• Provide staff training and coaching on mental health topics, trauma-responsive practices, and restorative approaches in collaboration with other school professionals.
   
• Uphold professional boundaries and confidentiality standards; maintain collaborative, respectful relationships with students, families, and colleagues.

OTHER POSITION RESPONSIBILITIES

• Participate in professional development related to special education, trauma-informed care, and restorative practices.
   
• Support the implementation of school-wide positive behavior interventions and supports (PBIS) and culture-building efforts.
   
• Perform other duties as assigned to support student success and school functioning.

CORE COMPETENCIES

• Trauma-Informed Practice
   
• Restorative Practice Facilitation
   
• Strong Interpersonal & Collaboration Skills
   
• Mental Health Knowledge
   
• Cultural Competence
   
• Flexibility & Adaptability
   
• Conflict Resolution
   
• Ethical Practice & Confidentiality
   
• Initiative & Dependability

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand; walk; use hands to finger, handle or feel; and reach with hands and arms.

MENTAL DEMANDS

The mental demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Ability to read, analyze and interpret human service periodicals, professional journals, technical procedures or governmental regulations. Ability to write reports, business correspondence and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, students and the general public. Ability to calculate figures and amounts such as percentages, mean, mode and median ability to draw and interpret bar graphs,ability to define problems, collect data, establish facts and draw valid conclusions.

Qualifications

REQUIRED EDUCATION/EXPERIENCE

• Licensed by the Minnesota Department of Education as a School Social Worker.
   
• Strong foundational knowledge of children’s mental health, restorative practices,  trauma-informed care, and special education processes.
   
• Experience supporting students with disabilities, especially those with emotional and behavioral disorders.
   

PREFERRED EDUCATION/EXPERIENCE

• 3–5 years of school-based or clinical social work experience.
   
• Prior experience working with students in Setting III or IV programs.
   
• Experience facilitating restorative practices and implementing positive behavior support strategies.
   
• Familiarity with supporting students with Autism Spectrum Disorder (ASD) and co-occurring mental health needs.