Behavioral MTSS Social Worker

District Wide; Rantoul (IL); On-site; USD 56,000 - 108,000; Full time

Job summary

Rantoul City Schools District #137 in Illinois is seeking a Behavioral MTSS Social Worker to lead behavioral programs within the MTSS framework. The role includes coaching staff, direct student support, crisis response, and collaboration with families to build restorative practices across PreK-8.

This on-site position reports to the Behavioral MTSS Specialist, requires a Master’s in a related field and licensure, and starts immediately with travel between district schools as needed.

Qualifications

• Master’s degree in social work, psychology, education, or related field.
• Licensed or eligible for Type 73 School Service Personnel license (School Social Work).
• Experience with students with social, emotional, behavioral, or trauma-related needs.

Responsibilities

• Conduct FBAs and data analysis to guide interventions.
• Develop and monitor BSPs and BIPs aligned with MTSS.
• Provide Tier 1–3 supports and crisis response as needed.
• Coach staff and model positive behavioral supports.
• Collaborate with families and multidisciplinary teams.

Skills

FBAs & BIPs

MTSS for behavior

Coaching & PD

Crisis response

Data-informed decisions

Family collaboration

Behavioral assessment

Education

Master’s degree in Social Work

Type 73 School Service Personnel license (School Social Work) or equivalent licensure

Job description

Starting Date: Immediately

Job Description

Rantoul City Schools District #137

Job Description

Position: Behavioral MTSS Social Worker

Area: Behavioral MTSS Team

Reports to: Behavioral MTSS Specialist

Grade Level: PreK-8 (for 2026-2027, primarily K-5)

Job Summary

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.

General Qualifications

• ?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.
• ?Demonstrated 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.

Assessment and Intervention

• ?Conducts Functional Behavioral Assessments (FBAs), behavioral observations, and related data analysis to identify the function of student behavior and guide intervention planning.
• ?Develops, implements, and monitors Behavior Service Plans (BSPs) and Behavior Intervention Plans (BIPs) aligned with student needs, behavioral data, and district MTSS procedures.
• ?Administers formal and informal assessments related to students’ social, emotional, and behavioral functioning.
• ?Uses behavioral and social/emotional data to monitor student progress, evaluate intervention effectiveness, and support data-based problem-solving teams.
• ?Assists staff in identifying appropriate Tier 1, Tier 2, and Tier 3 behavioral supports and interventions.
• ?Provides consultation and recommendations regarding behavior intervention strategies, environmental supports, and student skill development.
• ?Participates in crisis response, behavioral risk assessment, and safety planning as needed.
• ?Supports the development of proactive and preventative behavioral systems that promote positive student outcomes and reduce exclusionary discipline practices.

Teacher Coaching and Capacity Building

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

Instructional & Behavioral Support

• ?Supports the implementation of schoolwide behavioral expectations and Tier 1 behavioral systems.
• ?Provides direct Tier 2 and Tier 3 behavioral intervention services for students with intensive social/emotional or behavioral needs.
• ?Models de-escalation, co-regulation, conflict resolution, and restorative problem-solving strategies with students and staff.
• ?Assists schools in developing systems that increase instructional access and reduce exclusionary discipline practices.
• ?Facilitates or supports social/emotional learning opportunities for individual students and small groups.
• ?Assists with re-entry planning and behavioral transition supports for students returning from crisis, suspension, hospitalization, or alternative placements.

Collaboration & Communication

• ?Collaborates with administrators, teachers, school psychologists, counselors, special education staff, and related service providers to support student success.
• ?Participates in MTSS, IEP, 504, manifestation determination, and problem-solving meetings as appropriate.
• ?Maintains timely and accurate documentation, progress monitoring records, and communication logs.
• ?Communicates effectively with families regarding student progress, interventions, and available supports.
• ?Assists in coordinating school and community-based services for students and families.
• ?Supports building and district teams in analyzing behavioral trends and identifying areas for systems improvement.

Direct Student and Family Support

• ?Provides direct social/emotional and behavioral support services to students individually and in small groups.
• ?Makes home visits and serves as a liaison between the school, families, and community organizations to support student needs.
• ?Provides families with strategies, resources, and support to strengthen positive student behavior and social/emotional development.
• ?Assists families in accessing community resources and support services when appropriate.
• ?Supports student problem-solving, conflict resolution, self-regulation, and coping skill development.

Other Important Information

• ?This position is non-evaluative and separate from the formal supervisory role of building administrators.
• The Behavioral MTSS Social Worker supports, coaches, and collaborates with staff but does not conduct formal evaluations or supervision.

Mental Demands and Working Conditions

• ?Communication: Must effectively communicate with students, parents, staff, and community members in both verbal and written formats.
• ?Stress Management: Ability to maintain emotional control and composure under stressful or crisis situations.
• ?Environment: Works in indoor and outdoor school settings with exposure to noise, lawn mowing, music, odors of food, mowed grass, varying temperatures, and possible communicable diseases.
• ?Attendance: Regular work attendance is a requirement of the position.

PHYSICAL JOB REQUIREMENTS

• Never
• 1-33%
• Occasionally
• 34-66%
• Frequently
• 66-100%
• Continuously
• Stand
• Walk
• Sit
• Use hands dexterously (use fingers to handle, feel)
• Reach with hands and arms
• Climb or balance
• Stoop/kneel/crouch or crawl
• Talk or hear
• S Mell
• Physical (Lift & carry):
• up to 10 pounds
• up to 25 pounds
• up to 50 pounds
• up to 75 pounds
• up to 100 pounds
• more than 100 pounds

Approved May 14, 2026

Behavioral MTSS Social Worker

Rantoul City School District 137 District Wide - Rantoul, Illinois Open in Google Maps

Job Details

Job ID: 5716427

Application Deadline: Posted until filled

Re-Posted: Jun 02, 2026 5:00 AM (UTC)

Position Type: Full-Time

Salary: $56,250 to $107,890.08 Per Year

Job Requirements

• At least 1 year(s) of relevant experience preferred.
• Bachelor degree preferred.
• Citizenship, residency or work visa required

Contact Information

• Jamie Roundtree , Director of Curriculum and Instruction
• Central Office
• Email: [e-mail]

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