Behavioral MTSS Social Worker

Starting Date: Immediately

Rantoul City Schools District #137

Position: Behavioral MTSS Social Worker

Area: Behavioral MTSS Team

Reports to: Behavioral MTSS Specialist

Grade Level: PreK-8 (for , primarily K-5)

The Behavioral MTSS Social Worker provides leadership, support, and implementation of behavioral programs and services designed to enhance students’ educational, social, emotional, and behavioral success. This role focuses on building staff capacity through coaching, collaboration, and professional development while also providing direct intervention, assessment, crisis response, and behavioral support for students with intensive needs. The position supports the district’s efforts to develop consistent, proactive, and restorative behavioral systems aligned with a Multi‑Tiered System of Supports (MTSS) framework.

• Education:
  
  Master’s Degree in Social Work, Psychology, Education, or a related field.
• Certification/Licensure:
  Must possess or be eligible for a Type 73 School Service Personnel license (School Social Work) or equivalent educational licensure.
• Experience:
  
  Successful experience working with students demonstrating social, emotional, behavioral, or trauma‑related needs within a school setting.
• Leadership:
  Demonstrated leadership capacity through coaching, professional learning communities, instructional leadership teams, MTSS/problem‑solving teams, or related school improvement work.
• Knowledge of:
• Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs)
• Function‑based intervention planning, implementation, and progress monitoring
• Multi‑Tiered Systems of Support (MTSS) for behavior and social/emotional supports
• Evidence‑based behavioral interventions and de‑escalation strategies
• Trauma‑informed, restorative, and relationship‑based practices
• Child and adolescent social/emotional and behavioral development
• Data collection, behavioral analysis, and problem‑solving processes
• Classroom behavior supports and positive learning environments
• Collaboration with multidisciplinary teams, families, and community agencies
• Physical/Travel:
  Willingness to travel between schools and ability to be trained in approved physical restraint techniques.

• Conduct functional behavioral assessments (FBAs), behavioral observations, and related data analysis to identify the function of student behavior and guide intervention planning.
• Develop, implement, and monitor behavior service plans (BSPs) and behavior intervention plans (BIPs) aligned with student needs, behavioral data, and district MTSS procedures.
• Administer formal and informal assessments related to students’ social, emotional, and behavioral functioning.
• Use behavioral and social/emotional data to monitor student progress, evaluate intervention effectiveness, and support data‑based problem‑solving teams.
• Assist staff in identifying appropriate Tier 1, Tier 2, and Tier 3 behavioral supports and interventions.
• Provide consultation and recommendations regarding behavior intervention strategies, environmental supports, and student skill development.
• Participate in crisis response, behavioral risk assessment, and safety planning as needed.
• Support the development of proactive and preventative behavioral systems that promote positive student outcomes and reduce exclusionary discipline practices.

• Provide professional development, coaching, and modeling to support staff implementation of positive behavioral supports and classroom management practices.
• Assist staff in defining and measuring behavior, understanding principles of reinforcement, and identifying behavioral antecedents and triggers.
• Collaborate with teachers regarding classroom organization, behavior supports, and effective intervention strategies.
• Support staff in implementing behavioral interventions with consistency and fidelity across settings.
• Assist building teams in developing proactive classroom systems and positive learning environments.
• Offer consultative feedback regarding family dynamics, child development, and factors affecting intervention implementation.