Behavioral Health School Liaison

Behavioral Health School Liaison

Position Function: The purpose of the Behavioral Health School Liaison is facilitating the implementation of a school-based behavioral health model. The liaison will be a pivotal member of the school behavioral health team that works collaboratively to address the needs of students in the foster care system, as well other students identified as needing additional behavioral health support. The work of the liaison may extend beyond the school setting to include community and residential settings.

Essential Performance Responsibilities:

• Serves as the primary liaison to community mental health partners, child welfare agencies, and school site administration
• Collaborates with school administrators and community mental health partners to establish a school based behavioral health team model
• Assists the behavioral health team in implementing data based screening and referral protocols to ensure timely access to school based and/or community based behavioral health services
• Assesses student and family needs for the purpose of developing and implementing behavioral health support plans
• Provides quality assurance in the referral process to the community mental health providers
• Supports students and families with accessing and navigating community mental health services and other community based resources and services
• Maintains accurate records for the purpose of progress monitoring and complying with district and state reporting requirements
• Provides consultation to school administration and counseling staff on interventions for students experiencing behavioral and emotional barriers to learning
• Assists school administrators with the development of student safety and re-entry plans
• Ensures that school based interventions and services are trauma informed, culturally and linguistically appropriate
• Provides professional development and coaching to administrators, teachers and counselors on trauma informed and culturally responsive services and supports within the behavioral health model
• Provides support in crisis response
• Trains and supervises behavioral/mental health interns to provide effective services and supports
• Participates in district in-service and professional development meetings
• Conducts classroom observations of students for the purpose of data collections and fidelity of implementation of the treatment plans
• Attends team meetings to participate in the problem solving model for students and families
• Works within the MTSS framework to facilitate pre-screening; consult with teachers and staff and provides services to alleviate issues impairing a student’s ability to be successful in the regular classroom
• Provides direct services and check-up supports to students on caseload assigned from reassignment hearings
• Completes accident/incident reports for students/staff
• Compiles data for statistical purposes
• Maintains confidentiality regarding educational records
• Maintains a daily log of school/staff visits and documentation
• Utilizes existing technology effectively in the performance of duties

Additional Duties: Assists with additional duties as assigned by supervisors.

Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259’s guidelines for equipment use.

Travel: Occasional visits to students’ homes will be required in order to collect social history and complete paperwork with a student’s family.

Physical and Mental Demands:

• Regularly required to sit, walk, stand and talk or hear
• Occasionally lifting and/or moving up to 50 pounds, push items of 50 pounds such as pushing on a bike or wheelchair, or moving/rearranging furniture
• Specific vision abilities required by this job include: close vision, distance vision, and depth perception

Knowledge, Skills, and Abilities:

• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists
• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form
• Ability to read and analyze and interpret general professional journals, technical procedures, or governmental regulations
• Ability to write reports, general curriculum and learning theories, correspondence, and protocols
• Ability to effectively present information and respond to questions from groups of administrators, staff, parents, students, and the general public
• Ability to apply knowledge of current research and theory to instructional program
• Ability to plan and implement lessons based on division and school objectives and the needs and abilities of students
• Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication
• Understanding of the IEP process
• Knowledge of the referral process and how to conduct appropriate follow-ups
• Knowledge of current state laws and regulations pertaining to social work particularly in the educational environment
• Ability to prepare an accurate student history for appropriate case evaluation
• Skill in knowing how to formulate the correct treatment plan to meet each student’s specific needs
• Displays a significant degree of professionalism and confidentiality
• Ability to conform to proper standards of professional dress and appearance
• Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them

Interrelations:

• Maintains open lines of communication with school leaders, teachers, counselors, parents/guardians, community mental health partners, and child welfare agencies to develop and sustain a collaborative process
• Contact with personnel within the district and with customers and vendors
• Will be working under the direct supervision of the Assistant Superintendent of Student Support Services in order to complete day to day tasks
• Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy
• Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues
• Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service

Employee Punctuality and Appearance:

• In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave
• Any deviation from assigned hours must have prior approval from the employee’s supervisor or building administrator
• All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position

Qualification Profile:

• Required to hold a current, valid license in Social Work, School Counseling, or School Psychology
• Required to hold Master’s Degree in Social Work, Master’s Degree in School Counseling, or an Education Specialist Degree in School Psychology
• Experience in K-12 Education setting preferred
• Flexible, solutions oriented, collaborative and responsive to crisis situations
• Possess and utilize excellent interpersonal skills and professional judgment
• Demonstrate collaborative and consultative skills

FLSA Status: Exempt