QUALIFICATIONS:

• EDUCATION: Master’s degree in Social Work or School Social Work from an approved CSWE University.
• LICENSURE: Social Work license issued by Iowa Board of Social Work Examiners and eligible for licensure (SPR or licensure) by Iowa Board of Education Examiners.
• EXPERIENCE: Previous experience working with children, families and resources in human services/mental health setting and/or educational setting is desired.

ESSENTIAL JOB FUNCTIONS: 

• Conduct Special Education Evaluations in the area of behavior.
• Conduct Functional Behavioral Assessments and develop/consult in the development of Behavioral Intervention Plans and Positive Behavioral Support Plans.
• Model and coach school personnel on implementation of behavior plans.
• Support school personnel through modeling and coaching students on utilization of skills taught and written in the behavior implementation plan.
• Facilitate the PTR process and/or other department specific processes in identification of function of behavior with school staff.
• Provide direct services (individual, group) to students as needed.
• Participate in identification and consultation on the development of Tier 2 and 3 intervention plans, data collection and parent meetings for at-risk students with challenging behaviors.
• Participate in monitoring student progress to address student and teacher needs for students in both tiered intervention and those currently on an IEP.
• Provide liaison services with community, AEA and school resources in the area of behavior.
• Participate in and attend IEP meetings for students with significant social/emotional/mental health or behavioral needs.
• Informally use diagnostic skills to provide information in the development of behavior/support plans for students and link them to appropriate services.
• Maintain documentation of each student served.
• Provide consultation with LEA personnel on a regular basis to improve school response to problem behaviors, implementation of Behavior Intervention Plans and IEP’s, analyze and share out student achievement data.
• Provide staff development with LEA/AEA for personnel in the areas of Behavior and Mental Health issues/areas.
• Collaboration with specialized support services with student cases, as needed.
• Sign Medicaid forms for districts who bill for behavior reimbursement.
• Attend professional development opportunities and meetings relevant to your work within the agency.
• Develop and maintain a regular schedule for district/building support.

COMMON TO ALL EMPLOYEES:  

• Contributes to a positive and productive work, learning and team environment
• Believes in, advocates for, understands, supports and delivers the priority work of the AEAs, Iowa Public and Accredited Schools, the Iowa Department of Education and Prairie Lakes AEA
• Focuses upon agency and team efforts to deliver equitable, efficient and effective educational services that prepare Iowa children for a life well-lived
• Anticipates and responds to needs, requirements and expectations of clients resulting in acceleration, inspiration and innovation
• Demonstrates effective verbal, non-verbal, written, listening and visual communication
• Possesses effective interpersonal, collaboration, facilitation skills and is committed to relationships and partnerships, within and outside of the agency
• Exhibits self-motivation, reliability, organization, detail and quality and engages in continuous improvement of professional practice to build skills needed to perform job duties and meet agency goals and expectations
• Manages time effectively so that timelines are met and improved results are evident in learning, professional capacity and system effectiveness
• Problem solves by utilizing data-based decisions, preventing and resolving conflicts and providing comprehensive, high quality solutions
• Works with integrity and maintains confidentiality
• Models and integrates technology into daily work
• Leads professional development for at least one course, internally, externally or both
• Understands other duties and responsibilities may be assigned, according to current needs of the agency or districts served

PHYSICAL REQUIREMENTS: 

• Ability to travel between schools and sites served.
• Normal, routine levels of activity related to bending, carrying, climbing, hearing, lifting, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that can’t always be anticipated.