About Compass:

Compass Montessori is one of a limited number of public schools in the nation that offers a fully articulated Montessori Education program.

Compass Montessori is a unique public charter school educating Children's House (Pre-K) through High School on two campuses in Wheat Ridge & Golden, Colorado.

Our purpose is to guide students using authentic Montessori methods, foster interdependence, and nurture intrinsic motivation from within the whole child academically, intellectually, emotionally, and socially.

Compass aspires to be authentic, curious, intrinsically motivated, socially conscious, inclusive, respectful, connected to the natural world, ready to change the world and to be in community with one another.

Other ways to learn more about Compass Montessori:

Learn more about out academic programs HERE

Meet our Leadership Team HERE

Browse our Staff Directory HERE

Compass FAQs HERE

New to Montessori? Learn more HERE

Professional Observation available HERE

General Position Description:

The staff member in this full-time mental health provider position will work closely with and give direction/delegate to the part-time social emotional learning assistant, as well as the building student support services and administrative team to coordinate, facilitate, and implement mental health support services. Staff in this position will provide social-emotional support to foster a safe and successful learning environment for students in the ECE through 6th grade level, including assessment for and design/implementation of specialized support services in legal compliance with IDEA and OCR.

Essential Functions:

Provide comprehensive school mental health services to students addressing barriers that limit students from receiving full benefit from their educational experience
Respond to referrals from school administration, parents/guardians, teachers, the Student Support Team, the Special Education team, and others by providing direct services and by assisting families in accessing appropriate community resources
Drive and support school priorities for promoting tier 1, tier 2, and tier 3 social-emotional well-being among students and staff
Provide school-based mental health services in compliance with student’s individualized special education and Section 504 plans
Conduct functional behavioral assessments (FBAs) to develop behavioral intervention plans (BIPs) in partnership with IEP team and administration
Serve on student support teams and special education committees within the school.
Review student records to identify previous barriers and/or interventions.
Facilitate screenings for suicide risk and behavioral threat assessments in partnership with school administration and other staff, in conjunction with Jeffco Public Schools protocols
Attend and meaningfully participate in IEP and Section 504 plan meetings
Maintain records (ie EasyEdMed), meet identified student minutes and accommodations, and conduct timely progress monitoring.
Conduct parent/guardian interviews to acquire information as needed for special education referrals, evaluations, and coordination of care
Analyze information gained through record reviews and interviews to determine environmental impacts and appropriate resource needs; integrate gained information into a written report and oral presentation.
Interview students and parents/guardians to discuss issues related to non-attendance and develop a plan of action.
Put together resources on various social emotional topics for staff and parents/guardians, as needed
Develop and implement social emotional curriculums for general education students in partnership with general education staff.
Provide individual and/or group counseling in response to school or school community events that impact students and staff
Participate in, and implement, professional development activities aimed at current trends and best practices for the provision of comprehensive school social work services.
Maintain an ongoing liaison with community agencies and other resources to meet student needs; refers parents/guardians and students to agencies, when appropriate.

Knowledge, Skills, and Abilities:

Desire to work as a collaborative team member in a ECE-6th grade public Montessori school
Knowledge and skills for direct and indirect intervention including, but not limited to: counseling on an individual, group, or family basis; consulting with administrators, teachers, parents/guardians, and other professionals about student struggles and appropriate change strategies
Experience as a school-based mental health provider with 504/IEP caseloads
Understanding of the knowledge, skills, and processes for effective casework practice
Understanding of the school social work profession including associated laws (IDEA, ADA, compulsory attendance, etc.), ethical issues, professional issues and standards
Prior experience with special education data management systems and caseload management
Foundations of school psychology; and the role and function of the school mental health provider
Understanding of child development, psychopathology, approaches to working with twice exceptional and gifted and talented learners, social and environmental conditioning, equity, cultural diversity and family systems

Physical Requirements:

Routine levels of activity related to bending, carrying, climbing, hearing, reaching, sitting, standing, vision and walking, and may also involve above-average/routine levels of activity at times that can not always be determined.

Education/Licensure Requirements:

Master's of Social Work (MSW) from an accredited school of social work with a Colorado school social work special service provider license or eligibility to qualify for a provisional school social work license

Master’s in school counseling from an accredited school of school counseling with a Colorado school social work special service provider license or eligibility to qualify for a provisional school social work license

Interested Applicants Should:

Apply through Talent Ed or Indeed by Friday, March 7th
Qualified applicants will be invited to complete a screener and submit a professional artifact
After screening, applicants will be invited for an in-person, on campus observation and team interview