FLSA:                               Exempt

REPORTS TO:                   Building Principal and the Director of Counseling

Terms of Employment:    184 day work year.  Benefits and salary in accordance with the LEA Unit A collective bargaining agreement.

Immediate Start Date.  Unit A 23-24 Salary Range

ESSENTIAL FUNCTIONS

The essential functions or duties listed below are intended only as illustrations of the various type of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.

Facilitate the implementation of consistent processes and procedures for Section 504/ADA by:

• Maintain building records and documentation for all students eligible under Section 504 in partnership with the LPS data team
• Ensure the implementation of Section 504 procedures in the school building, including: coordinating referrals, determining appropriate Section 504 team composition and facilitating Section 504 evaluations and development of Section 504 plans
• Provide notices and documenting parental consent
• Distribute Section 504 plans to appropriate staff and monitor the implementation of the plan
• Schedule annual reviews of each Section 504 plan
• Schedule periodic re-evaluations of all students eligible under Section 504 at least every three years
• Ensure that Section 504 plans move with the student to the next grade level
• Coordinate training of building staff on Section 504 requirements
• Conduct manifestation determinations when required for students eligible under Section 504
• Serve as a daily resource to counselors, deans, teachers, and staff regarding Section 504
• Serve as a liaison between the school buildings and other district staff regarding Section 504 issues 
• Assess student needs and monitor progress through observations and data gathering
• Provide individual and group counseling
• Collaborate with colleagues, train and conduct social emotional learning lessons.
• Maintain a mindset that supports the social-emotional growth of all learners
• Provide crisis intervention, re-entry and transition support to students, families and staff in accordance with established LPS protocols 
• Partner with colleagues and area preschools to support schoolwide prevention programming
• Consult and collaborate with administrators, teacher, staff, families and community-based providers and area preschools in support of students’ social-emotional needs
• Serve as referral source and provide resources to students, families and staff
• Provide consultation and training for paraprofessionals and/or other support staff as needed
• Provide caregiver workshops and staff training and student lessons on social-emotional topics
• Participate in variety of teams and programs to identify student need and develop appropriate intervention plans, such as Professional Learning Communities, Student Support Teams, Child Study Teams, Mental Health Teams, Data Teams, Child Protection Teams, Section 504, Special Education, etc.
• Develop individual social emotional goals for student IEP and compare quarterly progress reports per IEP process
• Participate in professional learning to maintain current with counseling practices
• Participate in reentry for mental health and discipline/restorative justice
• Create and maintain student records, schedules, attendance, RTI interventions, etc. using electronic student information system
• Adhere to laws, policies, procedures and ethical standards of the field and contribute to a positive and safe school culture
• Serve as social-emotional representative to interdepartmental committees and teams to address school and district needs
• Support diversity, equity and inclusion for all students and families
• Participate in private school recommendation and application where necessary
• Other duties as assigned

Minimum Qualifications: 

Minimum of 1 year experience in a school-social work preferred. • MA DESE School Counselor of Social Work License required; MA DESE School Adjustment Counselor optional. Special Education experience preferred. Clinical Experience preferred. The ability to work effectively in a team environment and the willingness and desire to support others in doing their best work. Demonstrated success in mediation and relationship building. Candidate must be organized, possess strong communication and writing skills, and be able to multitask in a fast paced environment. 

Must also possesses the knowledge, abilities, skills, and attitudes as outlined in the American School Counselor Association (ASCA) School Counselor Competencies that are necessary to plan, organize, implement, and evaluate the comprehensive, developmental, results-based school counseling program that aligns with the ASCA National Model.

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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus.

Experience and commitment to working in a racially and culturally diverse teaching and learning community.

Applicants for employment are considered without regard to age, disability, race, religion, sexual orientation, gender identity, marital status, national origin, or military status.