Social Worker (Diagnostic Center) Colorado Springs School District 11

Position Profile

Position:Teacher:Social Worker

Department/School:Diagnostic Center

Reports To: Principal and Special Education Executive Director

FTE:1.0

Days/Year:187

Salary Schedule:2025-2026 Teacher/SSP Salary Schedule Non-School Based Positions (Group C)

FLSA Status:Exempt

Applicants must be legally authorized to work in the United States.

SUMMARY OF FUNCTION:

A School Social Worker will provide quality services and expertise on issues ranging from program design to intervention with individual students within the scope of their professional training and licensure. Staff members who fill this position will primarily participate in the development and implementation of IEP service plans to support the social/emotional growth of addition to providing IEP/Special Education services the Social Worker will link child-serving and community agencies to the schools and families to support the childs academic emotional behavioral and social success. Displays personal qualities which are appropriate for a professional such as: maintaining professional ethics and confidentiality; openness to learning from others: accepts constructive criticism/feedback. This position can also support the implementation of PBS and other school wide interventions to promote positive student outcomes and can track data to monitor progress of RtI/PBIS interventions.

ESSENTIAL JOB FUNCTIONS

Delivers Special Education Services including Functional Behavior Assessments Behavior Intervention Plans counseling services and participation in IEP process. Ensures compliance with Special Education laws in the area of social/emotional issues.
Counsels/teaches students individually and in groups. Assists with social emotional and behavioral problems. Uses a variety of techniques to achieve improvement.
Coordinates school home and community services toward solutions of students problems through the use of RtI and PBIS. Maintains liaison between school family and community agencies and assists in better use of services available to students families and school.
Consults with administrators teachers support staff other colleagues and parents. Assists in developing positive behavior interventions. Suggests strategies for managing conflict and providing behavior supports.
Provides crisis intervention services regarding child abuse suicide/threat assessments and family emergencies.
Gathers integrates and interprets information relative to student behavior related to learning.
May serve as the school based Positive Behavior Intervention System (PBIS) coordinator. Coordination of PBS to include teaching school-wide social skills behavioral expectations observation of students reinforcement systems data collection/analysis and behavioral interventions in all three tiers. Schedules meetings completes follow up and collaborates with Team members.
May serve as coordinator and/or participant on the RtI/PBIS problem solving team to help identify high risk students. Develops evidence-based prevention/intervention strategies to address social/emotional and behavioral issues. Collaborates with RtI/PBIS Team members through the Problem Solving Process
May meet on a regular basis for clinical supervision/case management review
Performs related record keeping including Medicaid
Participates in required in-service trainings and meetings

OTHER DUTIES
Performs other duties as assigned

KNOWLEDGE ABILITIES AND SKILLS

Knowledge of Special Education regulations and process as applied to the needs of the students
Knowledge of RtI/PBIS including Problem Solving Team Process progress monitoring and data analysis
Knowledge of child and adolescent social/emotional development
Knowledge of general organization and functions of a public school system
Ability to communicate effectively and resolve conflict with students parents and community groups
Good organization and communication skills
Demonstrates accomplishments in keeping professionally current
Knowledge of data collection and the ability to interpret data
Knowledge of research supported interventions related to academic social and behavioral concerns
Ability to be flexible in order to meet the unique needs of the assignment

QUALIFICATIONS

Graduate degree in Social Work
Two years of experience in school setting.
Appropriate State licensure.

ORGANIZATIONAL RELATIONSHIPS

Reports to Principal and Special Education Executive Director
Social Workers who work less than full time in a given school shall meet with the school principal to prioritize job functions.

WORKING CONDITIONS

The work is performed in schools.

PHYSICAL DEMANDS

The work is mostly sedentary with periods of light physical activity. Typical positions require workers to walk or stand for long periods; lift and carry up to 20 pounds; climb stairs poles or ropes; bend kneel and crouch; reach hold grasp and turn objects; use fingers to operate computer or typewriter keyboards; and physically restrain students. The work requires the ability to speak normally and to use normal or aided vision and hearing.

Employees in this category will also receive the following for the 2025-2026 school year:

1. Non-Recurring Pay: 8% of base salary in Non-Recurring Pay (distributed as 4% on November paycheck and 4% on May paycheck).
2. 10 Additional Days (District Embedded Coaches Only): 10 additional days are built into the base pay for District Embedded Coaches.

Employment assignment and salary placement is in accordance with job description requirements. A work history is required to demonstrate job title job duties and time worked in the position. Reference the linked How Your Compensation Is Determined for more details.

Base Salary Setting: Employment assignment and salary placement is in accordance with job description requirements. A work history is required to demonstrate job title job duties and time worked in the position. Reference the linked How Your Compensation Is Determined for more details.

Base Salary Setting (New Hires): Any newly-employed Teacher/Special Service Provider (SSP) will be placed on the appropriate lane for their educational background (BA MA etc). according to the official transcripts that are provided. They will be placed at the appropriate step for experience listed on the resume. Teachers will receive credit for a maximum of 14 years for any applicable teaching experience (provided that the experience occurred in the last 15 years).

Base Salary Setting (Rehires): Returning employees who have previously resigned or separated from the District will be rehired at the same step they were on at the time of resignation/separation plus any new experience gained in the same job provided step increases were approved by the Board during the years in question.

See Employee Handbook (located on the D11 website) for information on salary setting for rehires (after retirement) promotions and lateral transfers.

EQUAL EMPLOYMENT OPPORTUNITY