School Adjustment Counselor Position Available In Essex, Massachusetts

School Adjustment Counselor 4.0 4.0 out of 5 stars Boxford, MA 01921

JOB DESCRIPTIONPosition:

School Adjustment CounselorReports To:

Principal Evaluated By:

Principal Work Schedule:

School YearQualifications:

Masters Degree or CAGS in Counseling preferred; active MA DESE license as SAC or Guidance CounselorExperience working with Preschool grade six age children with a wide variety of disabilities.

Knowledge/ experience in how disabilities impact learning and how to accommodate and modify the learning environments, teaching approaches, and develop appropriately targeted Positive Behavior Support Plans Knowledge and experience in counseling students regarding life-changing events in their livesExcellent communication and organization skills.

Strong Collaboration/ Consultation skills.

Ability to assess students needs in terms of social-emotional-behavioral health areas of development and collaborate with parents/guardians to develop appropriate intervention and treatment plans, including making referrals to appropriate public agencies and/or therapeutic resources. Current/ active in-depth training/ certification in Crisis Prevention and Intervention Strategies.

Job Responsibilities:

Conduct social-emotional-behavioral assessments, as needed. To develop and write behavior intervention plans/ programs, and provide specific information and strategies for school staff and parents to facilitate understanding of student learning needs and implementation of strategies.

To model various strategies and techniques to assist others in increasing their understanding of various disabilities as well as the implementation of behavior support and intervention plans within various school settings. (Increase capacity of others)To assist the Principal in developing and monitoring Crisis Prevention Intervention Plans and to provide crisis intervention, as needed.

To provide counseling and social thinking skills to both individuals and small groups of students; either according to IEP or Section 504 specifications and/or for regular education students in need of short term emotional support.

Specific Job Tasks:

Provide information and consultation to school staff and parents regarding specific students and their social-emotional-behavioral health needs. Communication with families regarding students emotional, social and behavior support plans/ strategies/ and progress monitoring; during designated progress report times of the year, including teacher-parent conferences, as well as on an as needed basis, contingent upon each students needs. Assist families in accessing appropriate collateral supports through other public agencies or private therapy providers.

Communicate and collaborate with outside private providers and agency personnel, as appropriate for students. Observe students in various school settings, as requested by Principal, and to provide consultation with pertinent school staff to ensure coordination of behavior-emotional-social support strategies/goals.

Obtaining appropriate written authorization from parents/ guardians to provide any direct counseling in school. Work directly with students to teach skills and strategies, and to provide an ongoing assessment of performance and progress towards IEP and/or Section 504 or RTI plan goals.

Plan and implement social thinking and social skills programs consisting of activities designed to target specific social skill deficit areas identified by students IEP, Section 504 Plan or RTI Plan.

Effectively communicate, both in writing and verbally, assessment findings and recommendations for student supports during conferences/ meetings.

As requested, contribute to students IEP development, both at the IEP meeting and in writing using designated software program.

Other duties/responsibilities related to the social-emotional-behavioral needs of students as may be assigned by Principal.

Physical Demands:

• Consistent attendance, start/end times of the work day consistent with teachers contract-On feet and moving around/between classrooms, between desks/ work areas frequently-Able to sit in low/ child size seats and instruct/ work with children at tables/ desks built for students size-Vision/ Hearing demands include:
• Read various types of materials/documents, typically 12 point font
• Classrooms lit by overhead fluorescent lights
• Natural light controlled by standard shades or blinds
• Read information on computer; type reports, enter information into special education software program and/or word-process
• Classrooms range from quiet work areas to busy, noisy environments with several groups talking amongst themselves concurrently
• Able to distinguish phoneme sounds (for those teaching reading/decoding
• Cognitively able to multi-task, read/interpret complex, technical information regarding student needs, write comprehensive reports-Clearly communicate verbally with colleagues, aides, administrators, and parents-Able to lift 25 pounds-Able to reach across tables to assist students-Given proper training, able to administer physical restraint with students up through grade six