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