School Social Worker - Neubert Elementary School - 26/27 SY

Dundee Community Unit School District 300; Algonquin (IL); On-site; USD 52,000 - 72,000; Full time

Job summary

Dundee Community Unit School District 300 is seeking a Full Time School Social Worker at Neubert Elementary School to identify social and emotional needs and provide individual and group services aligned with IEP/504 plans.

The role involves assessments, collaboration with IEP teams, crisis management, and facilitating restorative practices to support students’ well-being and academic success. Expect regular parent liaison and coordination with district programs.

Qualifications

• MSW degree or higher required.
• Valid state social work license preferred.
• Experience with IEP/504 plans is highly desirable.

Responsibilities

• Complete comprehensive assessments of students’ social, emotional, and behavioral needs.
• Collaborate with IEP/Eligibility teams; provide data on goals and performance.
• Develop, implement, monitor IEP-related services and supports.
• Coordinate with PBIS, RTI, and crisis teams as needed.
• Provide parent education and counseling to involve families.
• Offer individual and group counseling and community resource referrals.
• Maintain accurate records and ensure compliance with laws and district policies.

Skills

Counseling skills

IEP collaboration

Crisis intervention

Data collection & reporting

Education

MSW or Master’s in Social Work

Tools

DESSA assessment tool

Job description

School Social Worker - Neubert Elementary School - 26/27 SY JobID: 12011

• Position Type: Special Education Related Services/ Social Worker
• Date Posted: 9/2/2026
• Location: Neubert Elementary School
• Date Available: ASAP

2026-2027School Year

Full Time (1.0 FTE)

Description

Full-time social worker to identify social emotional needs and provide individual and group services as outlined in IEP/504 plans.

Duties and Responsibilities

• Complete comprehensive formal and informal assessments including academic functioning, social development study, social/emotional and mental health functioning, adaptive functioning, and family and community interactions.
• Participate in IEP/Eligibility meetings, as necessary, and provide data in regards to supporting the social emotional needs of the student (goal updates and current performance levels)
• Develop, implement and monitor student IEP needs in compliance with state and federal law and district procedures.
• Collaborate with the problem solving team/IEP team to conduct Functional Analyses (FAs) and develop/monitor Behavioral Intervention Plans (BIPs).
• Responsible for serving as a liaison between the home and the school by providing parental education and counseling as appropriate in relation to the child's identified areas of concern.
• Facilitate the effective utilization of existing community resources/agencies to meet the needs of school children.
• Offer individual and group counseling services.
• Facilitate groups for at-risk students regarding their emotional well-being which may include anger management techniques, bullying/harassment, peer relationships, etc.
• Conduct transition meetings for students transitioning to the school district from early intervention. (Pre-K)
• Coordinate articulation visits to receiving schools when appropriate.
• Progress monitor DESSA/social/emotional data regularly and provide individual/small group interventions for students at the Tier 2/Tier 3 levels.
• Develop, implement, and evaluate programs that address educational and social emotional concerns.
• Possess a working knowledge of Restorative Practices and facilitate the process to restore relationships with students/staff
• Participate in RTI/Problem Solving meetings as appropriate.
• Assist administrators and staff in understanding the familial, cultural and community components of students’ response to instruction leading to academic success.
• Assist team members to understand mental health and behavioral concerns of students identified as needing assistance and the potential impact of chosen interventions.
• Maintain knowledge of trauma informed practices as they relate to a student’s social and emotional well-being.
• Participate in building level crisis teams to actively support students in behavioral crisis.
• Provide crisis response for students in critical need (e.g. suicide ideation, self-harm, family crisis, homelessness).
• Complete paperwork and facilitate Level of Care Assessment meetings with students and families as needed.
• Serve as the liaison to families, the community and other stakeholders to ensure open communication and continuous dialogue relating to students’ social emotional health.
• Make provisions for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
• Work with the district and building administration in supporting the implementation of Positive Behavioral Interventions and Supports (PBIS).
• Maintain Crisis Prevention Intervention certification.
• Maintain accurate, complete and correct records as required by law, district policy and administrative regulations.
• Assist in upholding and enforcing school rules, administrative regulations and board policy.
• Perform other tasks and responsibilities assigned by the supervisor.
• Conduct building in-service workshops for staff and parents as appropriate.
• Participate in district and building level in-service workshops, staff meetings, PBIS, problem solving and PLC’s.

Qualifications