2026-27 Social Emotional Learning Service Provider, 0.75 FTE

License Required: Minnesota PELSB issued license in K-12 School Counseling, Social Work or School Psychologist.

Compensation

Rates for this position can be found in Appendix -a-, Schedule A. This position is both medical and dental benefit eligible.

Responsibilities

• Implement social/emotional/behavioral interventions with special education students on an individual and/or small group basis including counseling and providing crisis intervention services as needed.
• Implement interventions including: family change, friendship, emotional and self-regulation groups, and others determined by student need.
• Support implementation of RTI (Response to Intervention) specific to social, emotional, and behavioral needs of students.
• Support teachers in the development of classroom-based accommodations to meet students social-emotional needs.
• Implement interventions and/or services on IEPs including: family change, friendship, ADHD groups, and others determined by student need.
• Conduct developmental guidance lessons in classroom settings, as planned in conjunction with the students IEP team and classroom teachers in conjunction with building support for teachers and principal.
• Assist families to better understand the school and its programs and to strengthen the communication link between school and home.
• Complete required Due Process procedures within mandated time frames.
• May be responsible for case management of special education students.
• Serve as a member of a multidisciplinary team to assess and/or reassess students referred for special education services.
• Prepare and implement appropriate service plans for special education students, document progress in the Individual Education Plan (IEP), attend IEP meetings.
• Act as a liaison to administrators, teachers, and families in identifying referrals to outside support agencies.
• Help students both directly and indirectly with their educational, personal, social, emotional, or career oriented needs; it may be part of the guidance curriculum, individual planning, responsive services, system support or, in many cases, a blend of those factors.
• Serve on student support team.
• Provide assessments which involve preparation of social and developmental histories.
• Administer social interaction instruments, interview parents, child and staff, observe child in school, collect agencies reports, and review school information.
• Collaborative work in a fast-paced environment interacting with students, staff, administrators, parents, and the community with multiple requests and concerns.
• Support and communicate with other administrators and staff.
• Respond in emergency situations.
• Know, interpret, and follow school District policies.
• May be responsible for supervision of paraprofessionals.
• Participate in a professional learning community on a regular basis.
• Participate in training on third party reimbursement and implement third party reimbursement tasks as needed.
• Perform other duties of a similar nature or level.

Skills

• Demonstrated ability to apply appropriate skills in performing daily routines.
• Demonstrated ability to operate a computer, software and necessary technology.
• Ability to develop effective and positive working relationships with students, staff, administrators, parents, and the community.
• Maintain professional composure while dealing with a variety of personalities and situations.
• Show initiative and function as a self-starter.
• Strong communication skills and interpersonal skills as applied to interaction with coworkers, supervisor, the general public, etc. sufficient to exchange or convey information and to receive work direction.