Social Worker .5 FTE (.2 Early Childhood Special Education and .3 Bridge Transition Program)

STILLWATER AREA PUBLIC SCHOOLS Position Description SECTION I: GENERAL INFORMATION Position Title: Early Childhood Social Worker Department / Building: Student Support Services Reports to: Director of Student Support Services FLSA Status: Exempt Band/Grade/Subgrade: TBD Bargaining/Work Unit: St. Croix Education Association (SCEA) Position Last Updated: 09/2022 Next Position Description Update: 06/2014 SECTION II: JOB SUMMARY The Early Childhood Social Worker position identifies, mobilizes and coordinates family, school and community resources to enable each child to receive maximum benefit from his/her programming. To this end, the Early Childhood School Social Worker strives to address and overcome difficulties experienced by the child/family that interfere with the child's relationships, limits the child's ability to learn and develop new skills, and/or limits the child's family's participation in everyday activities or routines that are developmentally appropriate for the child. This is a one-year, grant funded position, with possibility of expanding to subsequent years. SECTION III: ESSENTIAL DUTIES AND RESPONSIBILITIES Duty/Responsibility No: 1 Percent of Time: 40% Statement of duty/responsibility: Direct and indirect social work services with families, along with consultation/training/professional development for district early childhood team Tasks involved in fulfilling above duty/responsibility: Early Childhood Intervention social workers are part of an interdisciplinary team that includes early childhood special education teachers, speech therapists, occupational therapists, physical therapists and school nurse. When the possibility of Early Childhood intervention services is identified, a team of these professionals will perform a comprehensive evaluation, looking at each area of a child's life to see how the child may benefit from early intervention services. Social workers may help to identify and assess potential psychosocial or community resource needs, such as childcare, food or clothing. Social workers who work in Early Childhood Intervention programs provide consultation services that may include home visits to parents or guardians, or discussions with other involved professionals, such as psychologists or doctors regarding the care and treatment of a child. This position provides consultation and training to other

members of an early intervention team regarding issues such as infant and early childhood development, family needs or community resources. Social workers may also provide clinical consultation services on a variety of issues that can affect a child's development and progress in Early Childhood Intervention program, such as parent-child interactions, domestic violence, mental health issues or neglect. Works with staff to enhance professional development to create a learning community for teachers by ensuring opportunities for learning through co-teaching, team teaching and mentoring Information and referral services are provided by early intervention social workers throughout the course of a child's treatment. For example, if a family requires information on community resources such as food pantries or housing information, they may contact their child's early intervention social worker to get information on where to go and how to obtain these services. Duty/Responsibility No: 2 Percent of Time: 25% Statement of duty/responsibility: Community and/or parent engagement in-reach Tasks involved in fulfilling above duty/responsibility: Increase community partnerships, family engagement and resource sharing with already established community groups (i.e. North American Parent Advisory Committee - NAPAC - supporting our American Indian families, Caminos - supporting our Hispanic Families, and the Women's Engagement Group - collaboration with our Muslim families) and others by providing scheduled meetings/engagement sessions on early childhood development and district services. Provides information to students and parents about services available within the district and community, making referrals to community providers as appropriate. Provide support services for families to assist in developing and addressing basic survival needs and obligations to children. Create opportunities at school for family networking and mutual support, learning, enrichment, and volunteering in order to improve communication and the connection between school and home. Communicates effectively assessment and evaluation findings, conclusions, and recommendations through oral and written reporting to staff, community professional service providers, and families of students. Duty/Responsibility No: 3 Percent of Time: 15% Statement of duty/responsibility: Transition Support Tasks involved in fulfilling above duty/responsibility: Facilitates and plans transition programs and activities involving students, staff, families, and other stakeholders. Provides support and resources to families and staff for successful transitioning of students. Facilitates support programs for new families in order to strengthen and enhance school and community relationships. Duty/Responsibility No: 4 Percent of Time: 15% Statement of duty/responsibility: Crisis Intervention Tasks involved in fulfilling above duty/responsibility: Assists students and families in dealing with crisis situations as they arise. Conducts risk assessments. Coordinates home, school and community resources in addressing the crisis situation, following up as necessary. Collaborates with Crisis Team to develop prevention programs, and formulate response and recovery programs. Duty/Responsibility No: 5 Percent of Time: 5% Statement of duty/responsibility: Special Projects Tasks involved in fulfilling above duty/responsibility: Assumes responsibility for professional growth in the field of school social work. Performs other job-related duties as requested or assigned SECTION IV: KNOWLEDGE, SKILLS AND ABILITIES Knowledge of applicable Federal, State and District regulations and/or guidelines covering such programs and the ability to apply those regulations and guidelines to ensure District compliance. Demonstrated knowledge of child development. Cultural sensitivity to racial, ethnic, socioeconomic, and other minority populations. Ability to anticipate and coordinate programs to meet community needs, troubleshoot any potential conflicts, and build consensus and trust among community groups. Ability to convene the right individuals and utilize strategies for building trust among community groups and individuals to participate in mutual goal setting activities with other groups and agencies and direct them toward reasonable resolution of concerns. Ability to handle multiple tasks and changing priorities, with attention to detail and deadlines. Knowledge and ability to integrate program goals and the District's mission, goals and beliefs. Excellent planning, organizing, development, group process, meeting facilitation and evaluation skills. Excellent written and oral communication skills. Ability to create and maintain accurate records and tracking systems. Problem-solving skills, with a strong emphasis on customer service and effective working relationships with parents, staff and community organizations and service vendors. Ability to travel throughout the District. SECTION V: EDUCATION / CERTIFICATION REQUIREMENTS Bachelor's Degree in Social Work Licensed as a School Social Worker by the State of Minnesota. LICSW issued through the Board of Social Work. SECTION VI: EXPERIENCE REQUIREMENTS Bilingual preferred. Experience working with early childhood and families preferred. Two years' experience as a school social work preferred. Note: Such alternatives to the above qualifications as the School Board may find appropriate and acceptable. SECTION VII: COMPETENCIES AND/OR VALUES COMMON TO ALL POSITIONS A clear and demonstrated commitment to the District's mission, which is to ensure high quality, innovative, challenging education where all learners are valued and respected. Performing assigned responsibilities in a manner consistent with the District's established Core Values. Advancing the District's mission and values through careful attention to the key issues of Learning, Environment and Resources SECTION VIII: PHYSICAL JOB REQUIREMENTS (Indicate according to essential duties/responsibilities): The physical job requirements described here are representative of those an employee encounters while performing the primary functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary functions. Key: N=Never O=Occasionally (1-33%) F=Frequently (34-66%) C=Consistently (67-100%) Demands Demands Demands Physical Lifting/Carrying Exposure to Environ. Conditions Standing O Up to 10 pounds C Walking O Up to 25 pounds O Sitting F Up to 50 pounds N Possible exposure to blood-borne pathogens through blood and/or body fluids

O Talking in person/on the phone F Up to 75 pounds N Toxic chemicals N Pushing/Pulling N Up to 100 pounds N Moving parts N Hearing C More than 100 pounds N Electrical shock risk N Feeling, grasping, finger dexterity O Noise Levels Explosives N Climbing, balancing N Quiet (i.e. private office) F Fumes N Stooping (bend at waist) O Extreme cold (non-weather) N Moderate noise (i.e. business office with typewriters/ printers, light traffic) F Extreme heat (non-weather) N Crouching, crawling, kneeling, squatting N Varying weather conditions N Sight Stretching/reaching with hands & arms N Loud noise (i.e. many children laughing & playing, large earth moving equipment)

O

Distinguishing smell N Vision for close work/ability to adjust focus O Distinguishing temperature N Very loud noise (i.e. jack hammer, front row rock concert) N Looking at computer monitor F Traveling by automobile O

Color vision (identify & distinguish colors) F Peripheral, depth perception F