STARTING SALARY: $56,918 + (based on experience)

The C.H. Bird Elementary student services team consists of one school counselor, one school psychologist, and one school social worker. We are seeking an equity-driven, innovative, hard-working, and collaborative social worker to join our team for the 2026�27 school year.

C.H. Bird Elementary School is a Title I school serving approximately 271 students in grades K�5. At CH Bird, 45% of students qualify for free/reduced lunch. Thirteen percent of students meet criteria under IDEA as students with disabilities. Our student population is diverse: 38% identify as White, 23% as African American, 9.5% as Hispanic, 17.9% as two or more races, 11% as Asian, 0.4% as American Indian, and less than 1% as Pacific Islander.

At C.H. Bird, we believe:

• There is a place for every student here
• We believe in every student and each other
• We lead with a growth mindset
• We are warm demanders
• We commit to equity
• We spark joy in learning

We are engaged in an urgent and focused school improvement effort grounded in our priorities: Collaboration, Data Use, and Reciprocal Responsibility. We seek a social worker who not only supports students, but also leads systems that ensure every student thrives academically, socially, and emotionally.

Position Overview

The School Social Worker at CH Bird Elementary is a systems leader, relationship builder, and equity advocate who plays a critical role in strengthening our Equitable Multi-Level System of Supports (EMLSS). This individual will work collaboratively across teams to design, implement, and continuously improve systems that remove barriers to student success.

This role requires someone who thrives in a fast-paced, improvement-oriented environment and is committed to translating data into action, building strong partnerships with families, and holding high expectations for themselves and others.

Core Responsibilities

1. Systems Development & Leadership

• Design, refine, and lead school-wide systems to support student behavior, engagement, attendance, and well-being
• Actively contribute to and lead within the Data & Intervention Team and Student Services Team
• Develop sustainable, efficient systems for identifying student needs, delivering interventions, and monitoring impact
• Ensure alignment between Tier 1, Tier 2, and Tier 3 supports within the EMLSS framework
• Build staff capacity by modeling and coaching effective social-emotional and behavioral practices

2. Collaboration 

• Serve as a key partner to classroom teachers, specialists, and interventionists to ensure coordinated support for students
• Engage in Professional Learning Teams (PLTs) to problem-solve student needs and align supports
• Communicate proactively and consistently with staff regarding student plans, progress, and adjustments
• Partner deeply with families to build trust, foster belonging, and support student success across school and home

3. Data Use

• Use multiple data sources (behavioral, attendance, academic, and social-emotional) to identify needs and prioritize support
• Progress monitor interventions with fidelity and adjust supports based on student response
• Lead and support data conversations that focus on adult actions and their impact on student outcomes
• Maintain clear, organized documentation that reflects both compliance and a commitment to continuous improvement

4. Reciprocal Responsibility

• Model professionalism through timely communication, follow-through, and accountability
• Take ownership for ensuring systems function effectively and students receive consistent support
• Work with urgency and purpose to respond to student needs
• Support colleagues in meeting shared commitments to students and teams

5. Direct Student & Family Support

• Provide individual and group counseling to support students' social-emotional and behavioral development
• Conduct functional behavior assessments (FBAs) and support behavior intervention plan (BIP) development
• Support crisis response and safety planning as needed
• Connect families with community resources and provide ongoing support and advocacy
• Promote student voice, belonging, and positive school culture

Preferred Qualifications

• Master's degree in Social Work (MSW) and DPI licensure as a School Social Worker
• Experience in a Title I or diverse school setting preferred
• Demonstrated success in systems development and implementation
• Experience with EMLSS/MTSS frameworks and progress monitoring practices
• Strong facilitation and collaboration skills across teams

Key Traits & Dispositions

We are seeking a social worker who is:

• Equity-Driven: Relentless in ensuring every student receives what they need to succeed
• Systems-Oriented: Thinks beyond individual cases to build structures that improve outcomes for all students
• Relationship-Centered: Builds deep, authentic relationships with students, staff, and families
• Data-Informed: Uses evidence to guide decisions and measure impact
• Solution-Focused: Approaches challenges with curiosity, persistence, and a commitment to problem-solving
• Highly Reliable: Follows through on commitments and communicates proactively
• Collaborative Leader: Elevates the work of teams and contributes to a strong, unified school culture
• Warm Demander: Balances care and high expectations for students and adults

Why CH Bird?

At CH Bird, we are committed to purposeful practice and powerful outcomes. We believe meaningful change happens through strong systems, deep collaboration, and a relentless focus on student success. This is an opportunity to be part of a team that is driven, reflective, and committed to continuous improvement for every student.

 

SUMMARY:  

School social workers support students' learning, social development, and mental and behavioral health using problem solving, assessment, data-based decision-making, and the delivery of evidenced-based interventions. School social workers collaborate and consult with educators, community, families, and other professionals to help create safe, healthy, and supportive learning environments for all students. 

The school social worker  functions as part of the district's Student Services Team. This team of Psychologists, Counselors, Social Workers and Nurses collaboratively provides a multi-leveled system of support through implementation and monitoring of evidence-based behavioral and academic interventions for all students in need. The services provided should re?ect the speci?c needs of the students, families, and schools served and address the following non-exhaustive list of duties, responsibilities, and expectations:

School social workers apply their knowledge of both social work  and education through consultation and collaboration with teachers, school administrators, parents, and community providers. They participate in effective data-based decision-making using a foundation of assessment and data collection to monitor student and system progress. School social workers engage in speci?c services for students, such as direct and indirect interventions that focus on academic skills, learning, socialization, and mental health. School social workers provide services to schools and families that enhance the competence and well-being of children, including promotion of effective and safe learning environments, prevention and remediation of academic and behavior problems, response to crises, and improvement of family�school collaboration.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

1. Embrace the professional responsibility to interrupt systemic racism toward our black and brown children and families and to collaboratively dismantle, rebuild, and align our system for racial equity.
2. Implement the evidence based practices that make up the Sun Prairie Comprehensive School Based Mental Health continuum of services:  Motivational Interviewing, SBIRT, CBITS, Bounce Back, Behavioral Health in Schools - Sun Prairie, Building Bridges.
3. Serve as the building level McKinney Vento coordinator.
4. Participate on IEP (Individual Education Program) teams by developing, reviewing, evaluating, case managing, and implementing IEPs for students with disabilities.
5. Lead and advocate for children and their families in order to promote strong connections to community and school resources utilizing a wraparound approach.
6. Provide equity leadership through awareness of relevant and current culturally and linguistically appropriate assessment and instructional practices.
7. Commit to ongoing development of your personal equity learning.

SUPERVISORY RESPONSIBILITIES: This position supervises the following positions:

Supervises students.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to eligible individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:

Master's degree from a graduate school of social work program.

COMMUNICATION AND LANGUAGE SKILLS:

Ability to read, analyze, and interpret general periodicals, professional journals, technical procedures, or governmental regulations.  Ability to write reports and correspondence. Ability to effectively present information and respond to questions from individuals and groups.

MATHEMATICAL SKILLS:

Ability to work with mathematical concepts such as statistical inferences, fractions, percentages, ratios, and proportions to practical solutions.

OTHER SKILLS AND ABILITIES:

Ability to apply knowledge of current research and theory to instructional program. Ability to establish and maintain effective working relationships with students, parents, peers, and community. Ability to speak clearly and concisely in communication. Ability to use computers and other technology to accomplish job responsibilities.

ANALYTICAL AND REASONING ABILITY:

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

TEMPERAMENTS:

Ability to direct others, deal with people, and influence people in their opinions, attitudes, and judgments. Ability to perform a variety of duties. Ability to work with people who express conflicting opinions. Ability to solve problems, make judgments, and reach conclusions. Ability to express personal feelings, work alone, and perform effectively under stress.

PHYSICAL ATTRIBUTES: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job the employee will frequently talk or hear, regularly stand, walk, and sit.  Specific vision abilities of this job include close vision, distance vision and peripheral vision. 

WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is moderate.  The employee is directly responsible for the safety, well being of students.

CERTIFICATES, LICENSES:

Must possess and maintain or be eligible to hold a current Wisconsin Department of Public Instruction Social Worker license, Code 50.  Must possess a valid driver's license.

PHYSICAL REQUIREMENTS:

Shall complete a physical examination as required by Wisconsin Statute 118.25.