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.8 FTE Student Success Clinician

1 month ago

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DescriptionBend-La Pine Schools is committed to the principle of equity. Equity supersedes the notion of equality, where all are treated the same. Pursuing equity requires the removal of barriers and the promotion of inclusive practices so that all students fully benefit. The principle of equity will inform all BLS policies, regulations, programs, operations, practices, and resource allocations.Studies have shown that some individuals (women and people of color, for example) are less likely to apply for jobs unless they believe they meet every single qualification in a job description. Our goal is to find the best candidate for the position, and we acknowledge that that candidate may be an individual from a less traditional background. We encourage you to apply, even if you don't believe you meet every one of our qualifications described. If you are unsure whether you meet the qualifications of a position, or how this would be determined, please feel free to contact Human Resources to discuss your application.JOB DEFINITION:In cooperation with the principal and building leadership team, the Student Success Coordinator, will implement and continuously improve a school-based, multi-tiered intervention program that provides both school-wide and individualized social, emotional, and behavioral support to students. The Student Success Coordinator will provide direct support and instruction to students, as well as develop and implement individualized student success plans. The student success coordinator/clinician provides instruction and support to students struggling with complex, oftentrauma-induced, behavioral health challenges and assists them with reintegration into the general education setting. In addition to direct services to students, this position will provide school leadership/training to staff in order to build staff capacity in working with students struggling with complex behavioral health challenges. The student success coordinator/clinician will participate on the building leadership support team and help lead the implementation of school-wide (universal) practices that are trauma-informed and aligned with the district social and emotional instructional framework and common practices. The employee may work on a daily basis with students that have challenging behaviors and who require special attention to meet their unique needs. Students may have emotional outbursts and unsafe behaviors at times.Essential Job Functions: Works with school leaders, coaches, counselors, teachers, educational assistants, and external support organizations (BRYT) to develop and continuously improve a program dedicated to supporting students struggling with complex behavioral health and/or social and emotional challenges that interfere in functioning effectively in the regular classroom environment. Collaborates with the Director of Social, Emotional, and Mental Wellness to implement Tier 3 intervention program (BRYT) and lead building level tier 2 programming. Facilitates and helps lead the implementation of school-wide universal social, emotional, and mental health practices at the building level Leads professional development and coaches on trauma informed best practices in order to build schoolwide intervention systems and capacity for students struggling with complex behavioral health challenges. Works closely with each participating student's teacher(s), using consultative and coaching approaches as needed, to support integration of strategies successful for that student into the regular classroom setting. Has membership/leadership in building support team(s) and participates in building multi-disciplinary teams such as EBISS, MTSS, Culture of Care, SEL etc. Develops and ensures effective implementation of an individualized student success plan integrating clinical, care coordination, family, and classroom support for each participating student. Facilitates an effective entry and exit process for each student in tier 3 programming. Provides 1:1 and/or small-group clinical intervention to participating students on a flexible, as-needed basis, employing clinical methods that are most appropriate for meeting the goals in each student's plan. Engages in consistent two-way communication with the families of participating students to keep them apprised of student progress and gathers feedback and information to support student learning and well-being, including making home visits to families where appropriate. Communicates proactively with educator colleagues and school administrators regarding the progress and status of each participating student, maintaining student confidentiality as appropriate. Organizes and facilitates meetings with staff of collateral support organizations prior to and during students' participation. Works with the student's parent/caregiver(s) to ensure access to that service (via referral and all needed follow-through with both service providers and the family) when/where a gap in services needed to support a participating student's success is identified. Serves as Principal's designee in providing functional support/supervision to all staff members working within the program. Maintains an environment in the program that is conducive to learning and appropriate to the maturity and interests of students. Monitors progress of students who have transitioned out of the program. Ensures that all required data is gathered and entered into data management systems according to program procedures. Participates in professional development activities and works to integrate learning from those activities into their practice in order to continuously improve services to students and staff. Attends staff meetings and serves on staff and/or school committees as appropriate. Other duties as assigned. Knowledge Skills and Abilities: Masters- or higher-level training and/or experience (minimum 3 years) working with children and families struggling with complex challenges, including acute trauma responses and mental health challenges, causing significant dysregulation that regularly interferes with school functioning. Licensed social workers, school counselors, or therapists are encouraged to apply. Knowledgeable and trained in best practices related to modalities such as Dialectical Behavior Therapy (DBT), Trauma Informed Practice, Restorative Practices, the Neuro-Sequential Model of Therapeutics, Attachment Theory, and Collaborative Problem Solving. Knowledge of special education and 504 law. Demonstrated skill and experience setting clinical and behavioral goals and providing direct clinical supports and skill-building to young children in the school setting Demonstrated skill and successful experience working with parents/guardians Excellent case management skills, including collaborating with collateral/community-based mental health providers Demonstrated effectiveness with development and continuous improvement of student support programming within a school environment Demonstrated effectiveness providing functional supervision to other professionals/paraprofessionals CPI trained or willingness to be trained Strong knowledge of school culture and climate Strong knowledge of school classrooms including classroom management and pedagogy Working Conditions:The employee works with groups of students and on a one-to-one basis. Additionally, the employee support and coaches teachers to work with students. Students include those who may be physically and mentally disabled, learning disabled, emotionally disturbed and culturally different. Supervision and instructional responsibilities require the employee to be able to stand for up to 45 consecutive minutes and move rapidly to intervene in situations where a student's safety is being jeopardized. The supervision may also occur during times of inclement weather. The employee needs to be able to lift materials, boxes or equipment weighing up to 30 pounds.Certification and Licensing: PREFERRED: Licensed social worker, school counselor, or Valid Oregon TSPC teaching, school counselor, school psychologist, or pupil services licenseThe statements herein reflect general details as necessary to describe the principle functions of the job, the level of knowledge and skills typically required and the scope of responsibility, but should not be considered an all-inclusive listing of work and physicalrequirements. Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work or otherwise to balance the workload.