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ESSENTIAL FUNCTIONS: To perform this job successfully, an individual must be able to perform each essential function satisfactorily.

  • Identify "at risk" and truant students, establish communication with student/families in targeted group, assist students/families to improve students’ progress, and collaborate, monitor or make referrals to programs and supports.
  • Collaborate with students, parents, building staff, and administrators, to help students learn how to manage themselves, improve learning, organize information, make decisions, and plans that assists students in grade level transition.
  • Advocate for equity for all students, assist administrators, building staff, and parents with providing an equity-oriented comprehensive clinical mental health and intervention program to create a supportive climate and atmosphere.
  • Promote a strengths-based culture, collaborating with administrators/building staff to achieve and maintain productive educational and social environment for students.
  • Help students evaluate their strengths, skills and abilities, explore career choices, and develop decision making skills as they develop their independence.
  • Make home visits and support parental advocacy. Help the student/family to design a plan of success by offering modified instructional programming, community programming, and mental health services, in efforts designed to support student/family for the promotion of school attendance & success.
  • Provide academic, vocational, individual and small group counseling to students.
  • Guide and assist students in peer relationships and in developing effective coping skills necessary to refuse participation in substance abuse, physical violence, or other disruptive behaviors. Provide individual and small-group counseling to support peer mediation and crisis intervention.
  • Assess the population regularly and initiates interventions and support linked to research. Continually plan, evaluate, and revise the equity-oriented comprehensive clinical mental health and intervention program.
  • Develop and recommend policies, programs, procedures, and plans to ensure implementation with demonstrated improved outcomes for truant students.
  • Assist with staff training, including training in the identification of high-needs youth and effective interaction with those students in the school setting.
  • Assist building staff and administrators with identifying engagement opportunities in such areas as study skills, career awareness, and the world of work, behavioral health, parenting, school-to-work, and equity initiatives.
  • Maintain ongoing records of all contacts with students, families, and/or other related personnel.
  • Maintain accurate documentation of flexible hours based on student, family, and building needs.
  • Maintain open communication with building principal, targeted students’ teachers, and other support services personnel.
  • Flexibility to provide support for students and parents on and off campus.
  • Promote an understanding and appreciation for diverse populations.
  • Assist with planning monthly meetings for all Student Engagement Advocates (S.E.A.).
  • Integrate and execute the policies and expectations of the Truants Alternative and Optional Education Program (TAOEP).
  • Perform other duties as assigned.



  • Assist students, building staff, administrators, and/or parents in times of emotional need and/or crisis
  • Provide counsel, support, and feedback to administrators, building staff, and parents to address student noncompliance, academic, attendance, and/or behavioral health issues.
  • Facilitate restorative justice opportunities between students, building staff, administrators, and/or parents to address concerns that arise that pose a threat to the successful education and positive development of students.


  • Provide information and skills to parents, school staff, administration, and the community to assist them in helping students in academic, career, and social development.
  • Assist parents in addressing school related problems; refer parents to outside agencies and specialists when necessary.
  • Utilize resources available within the school and community to develop appropriate programs.
  • Participate in team meetings and make appropriate referrals to outside agencies and other service providers within the school system.
  • Provide supervision opportunities for school district MSW’s and LCP’s working toward licensure.


  • Articulate the equity-oriented comprehensive clinical mental health and intervention program to students, parents, teachers, staff, and community.
  • Develop and maintain skills needed to utilize technology systems and participate in professional development opportunities.


  • Abide by ethical standards of practice and professional responsibility relevant to the position.
  • Maintain an awareness of current and emerging local, state and national issues and resources related to behavioral health care.
  • Demonstrate personal growth and professional development in the area of equity-oriented comprehensive clinical mental health and intervention program.



  • Hold a master’s degree in counseling, social work, or related field from an accredited college or university program.
  • Meet the Illinois licensure requirements for Licensed Clinical Social Worker, Licensed School Social Worker, Licensed Clinical Professional Counselor, or Licensed Psychologist. 
  • Minimum of five years experience providing individual, family, and/or group therapy preferred.  Experience working with families and youth with significant emotional and behavioral needs preferred.
  • Bilingual candidates desired.


Salary is based on a step placement which is determined by education, experience and the Urbana Education Association and Board of education contract.

How to Apply

Apply online @ https://usd116.tedk12.com/hire/viewjob.aspx?jobid=1282

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