Social Worker, Special Needs ​/ Learning Disabilities

Social Worker-10 month

St. Landry Parish School Board ST. LANDRY PUPIL APPRAISAL - Opelousas, Louisiana Open in Google Maps

This job is also posted in St. Landry Parish School Board

Job : 5276600

Final date to receive applications: Posted until filled

Re-Posted: Jul 22, 2025 12:00 AM (UTC)

Starting Date: Immediately

Job Goal:

To provide information on services available to eligible students and families. Shares information regarding school and/or district activities and procedures. Refers families to other agencies when appropriate. Serves as a member of the Pupil Appraisal Multi-Disciplinary Team to assist with the identification of students who have academic, behavioral, communication challenges, or other special needs which are adversely impacting educational performance and to make recommendations for supports and services needed to assist teachers and parents of the students in providing appropriate special education services.

Qualifications (minimum education, licensure, skills, and/or experience):

• Master’s degree in Social Work (LMSW) from an accredited university with licensure in the State of Louisiana.
• A minimum of three years of post-master’s degree experience in a social work setting, providing social work services, in particular working with children, youth, and families.
• Valid certificate from the Louisiana State Department of Education as a Qualified School Social Worker.
• Expertise in administering and interpreting diagnostic techniques to be used with all types of exceptional children.
• Preferred
  
  Qualification:
  
  Licensed Clinical Social Worker (LCSW) in the State of Louisiana.

Essential Duties and Responsibilities:

• Provide consultative services to the families and school-based counselor of students and, when necessary, provide counseling services to students who are experiencing problems in social and behavioral functioning at school which result from circumstances or events present in the home.
• Conduct assessments of student’s adaptive behavior skills
• Complete Behavior Assessments when necessary.
• Utilize approved testing materials and observations to determine students’ level of emotional and social development and/or functioning and make appropriate recommendations.
• Interpret assessment findings and make recommendations to parent(s) or guardian(s), school personnel, and other agencies involved. Complete a multidisciplinary evaluation report, schedule and conduct a determination of eligibility meeting with necessary personnel and parents. Disseminate the report to the parents and the school.
• Serve as liaison between the school and community agencies, through reciprocal referral arrangements, collaboration on cases, and assistance to families in obtaining and utilizing local resources.
• Assist in writing Individualized Education Plans for all initial plans wherever appropriate. Participate in IEP conferences as needed.
• Assist with placement decisions whenever appropriate.
• Serve as a liaison for assigned schools, participate in School Building Level Committee (SBLC) meetings, and work collaboratively with staff.
• Visit classrooms to monitor and support teacher implementation of specialized instructional and/or behavioral strategies, accommodations, and modifications designed to meet the needs of students with disabilities.
• Conduct assessments of cognitive, emotional, and social functioning, including self-concept, for students suspected of the exceptionality of Emotional Disturbance
• Use all available resources (staff, administrators, parents, medical records, outside evaluations, etc.) to devise and/or assist with intervention plans for referred child/student.
• Assist in developing positive behavioral intervention strategies (PBIS) for all regular education and special education students. Serve as a member of the Positive Behavior Intervention and Support Team/Response to Intervention (RTI) Behavior Support Team
• Conduct direct, systematic observations of student behaviors across multiple settings (recess, PE, lunch, academic classes, etc.) to assist with identifying areas of strength and/or weakness, identifying functions of behavior, developing interventions, making eligibility…