Position Type:
Leading - Campus Professional/ Specialist

Date Posted:
4/6/2023

Location:
INTERVENTION

Closing Date:
Open Until Filled

Provides campus-based, short-term individual and structured group counseling to students who are experiencing emotional, social, behavioral, or mental health issues.

Establishes campus-based, short-term individual and structured group counseling services, for students identified as being at-risk for academic failure, dropping out, and/or disciplinary action by the administrator, including students assigned to In-School Suspension (ISS) or secondary school On Campus Intervention (OCI), and those transitioning from Disciplinary Alternative Education Program (DAEP), treatment, or out-of-home placement.

Develops Student Support Plans and provides follow up.

Provides information, training, education, and consultation services with parents, teachers, administrators, and other relevant stakeholders to enhance work with students.

Maintains records of all student, parent, school staff, and community contacts in a timely manner and ensures confidentiality of such records.

Demonstrates proficiency in current technological skills.

Supports and/or facilitates student leadership development initiatives.

Facilitates Restorative and Relational Practice strategies with conflict mediation between students, as needed, to resolve matters impacting student achievement.

Serves as expert resource to faculty, staff, and administration in areas of intervention services, including mental health services.

Participates in Professional Learning Communities (PLC) with staff from other campuses to share best practices.

Demonstrates short-term interventions in working with students, families, and staff.

Makes home visits as needed to gather information relating to students.

Provides outside referral resources as needed.

Participates in campus multidisciplinary team meetings to develop solutions for struggling students (i.e., Response to Intervention (RtI), Admission, Review, and Dismissal (ARD), Student Attendance Review Team (SART) meetings, Student Support Team (SST), Attendance Committee, Discipline Committee, and so forth).

Implements appropriate awareness and prevention programs and classroom presentations in collaboration with other Student Support Services personnel (i.e., “It’s Not Okay” (INOK) initiative, student clubs, Red Ribbon Week, and others).

Investigates referrals/allegations related to the District’s INOK initiative: Friends For Life, Speak Up!, school staff, students, and parents.

Acts as a liaison for the District with parents and/or community agencies

Serves as Teen Reproductive Health Initiative representative for campus, as appropriate.

Provides wellness opportunities/training for faculty as requested by administrators.

Coordinates student leadership initiatives, as appropriate.

Provides intervention services in situations that are deemed crisis or critical by campus administrators to students, parents, and school staff.

Provides suicide risk prevention education to school staff, students, and parents as required by state law in collaboration with Guidance & Counseling.

Serves as a member of, or acts as the Lead for the Trauma Response Team, coordinating crisis response on campus as well as responding to other campuses affected by a traumatic event as requested.

Conducts suicide, trauma and violence risk assessments for students (including emergency parent conferences), and possibly staff, and makes appropriate referrals.

Provides case management services to students with severe and chronic problems that are leading to disciplinary action by the administrator (including third-party hearings, suspensions, or expulsions).

Coordinates referrals for social services that are beyond the purview of the campus.

Develops relationships with students and parents.

Provides leadership in the organization, and leadership in the development and delivery of programs and services to the student and parent/guardian.

Compiles, maintains, and files all reports, records, and other required documents.

Provides information, training, education, and consultation services to schools and communities concerning intervention issues.

Follows established safety procedures and techniques to perform job duties including lifting and climbing; operates tools and equipment according to established safety procedures.

Corrects unsafe conditions in work area and promptly reports any conditions that are not immediately correctable to supervisor.

All Fort Worth ISD employees must maintain a commitment to the District’s mission, vision, and strategic goals.

Exhibits high professionalism, standards of conduct and work ethic.

Demonstrates high quality customer service; builds rapport/relationship with the consumer.

Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and acts as a team player; promotes teamwork; responds and acts appropriately in confrontational situations.

Performs all job-related duties as assigned and in accordance with Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.

Knowledge of individual and group counseling skills.

Knowledge of casework methods.

Knowledge of prevention and intervention strategies, including behavior management interventions.

Knowledge of applicable federal and state laws regarding education and students.

Knowledge of multicultural diversity issues in the work place.

Skill in individual and group counseling.

Skill in communicating effectively, both orally and in writing with staff and the community in a multi-ethnic educational environment.

Skill in interpersonal relationships, including using tact, patience, and courtesy.

Skill in providing exceptional service to both internal and external customers.

Ability to work effectively in collaborative teams, including teams from other departments.

Ability to handle difficult and stressful situations with professional composure.

Ability to effectively conference with teachers, parents, and students.

Ability to instruct students and manage their behavior.

Ability to present information in one-on-one, small group, and large group situations to students, parents, and district staff.

Ability to use software to access databases, email, create spreadsheets, and do word processing.

Ability to organize and coordinate work under pressure, meet tight deadlines, and proactively resolve issues.

Ability to engage in self-evaluation with regard to performance and professional growth.

Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

Travels to school district buildings and professional meetings as required.

Tools/Equipment Used: Standard office equipment, including computer and peripherals; standard instructional equipment.

Posture: Prolonged sitting; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.

Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching; frequent walking.

Lifting: Regular light lifting and carrying (less than 15 pounds); occasional heavy lifting (45 pounds and over); may be required to lift and transfer students to and from wheelchair or assist with positioning of students with disabilities.

Environment: Works in an office setting; may require occasional irregular and/or prolonged hours; may work outside; regular districtwide travel to student homes.

Attendance: Regular and punctual attendance at the worksite is required for this position.

Mental Demands: Maintains emotional control under stress; works with frequent interruptions; may work prolonged or irregular hours.

Education:

• Bachelor’s degree from accredited college or university in Mental Health & Human Service required;
• Master’s degree from accredited college or university in a relevant field preferred.

Bachelor’s degree from accredited college or university in Mental Health & Human Service required;

Master’s degree from accredited college or university in a relevant field preferred.

Certification/License: Possess a valid Texas professional license in at least one of the following in the State of Texas.

• Licensed Chemical Dependency Counselor (LCDC);
• Licensed Professional Counselor (LPC);
• Licensed Marriage & Family Therapist (LMFT);
• Licensed Social Worker (LBSW, LMSW, LCSW).

Licensed Chemical Dependency Counselor (LCDC);

Licensed Professional Counselor (LPC);

Licensed Marriage & Family Therapist (LMFT);

Licensed Social Worker (LBSW, LMSW, LCSW).

Experience:

3-5 years' providing services to children and/or adolescents, especially those at high risk.

Experience using prevention and intervention skills with students and families;

Experience with trauma-informed critical incidence response;

Experience with school-aged populations including experience using prevention and intervention skills with students and families.

Language: Bilingual (English/Spanish) preferred.

Specialist II – Intervention Services (Multiple Positions)

Reports to: Director II - Intervention Services

PC: 4026 (Multiple Positions)
Pay Grade: 203

Duty Days, and Salary Range
187 Days: $56,480 - 68,047
214 Days: $64,634 - 77,872
219 Days: $66,145 - 79,692
239 Days: $72,185 - 86,970

FLSA Status: Exempt

Some positions may be grant-funded and contingent on availability of funds.

Position Purpose

Works with all students to accelerate learning, and close achievement gaps by supporting their social and emotional health needs. Collaborates with campus Student Support Services (SSS) staff and administrators to enhance and improve student academic achievement through the delivery of evidence-based programs and services that address students' emotional, social, and behavioral health needs in the academic setting.


ESSENTIAL JOB FUNCTIONS

Instructional & Program Support

• Provides campus-based, short-term individual and structured group counseling to students who are experiencing emotional, social, behavioral, or mental health issues.
• Establishes campus-based, short-term individual and structured group counseling services, for students identified as being at-risk for academic failure, dropping out, and/or disciplinary action by the administrator, including students assigned to In-School Suspension (ISS) or secondary school On Campus Intervention (OCI), and those transitioning from Disciplinary Alternative Education Program (DAEP), treatment, or out-of-home placement.
• Develops Student Support Plans and provides follow up.
• Provides information, training, education, and consultation services with parents, teachers, administrators, and other relevant stakeholders to enhance work with students.
• Maintains records of all student, parent, school staff, and community contacts in a timely manner and ensures confidentiality of such records.
• Demonstrates proficiency in current technological skills.
• Supports and/or facilitates student leadership development initiatives.
• Facilitates Restorative and Relational Practice strategies with conflict mediation between students, as needed, to resolve matters impacting student achievement.

School & Community Relations

• Serves as expert resource to faculty, staff, and administration in areas of intervention services, including mental health services.
• Participates in Professional Learning Communities (PLC) with staff from other campuses to share best practices.
• Demonstrates short-term interventions in working with students, families, and staff.
• Makes home visits as needed to gather information relating to students.
• Provides outside referral resources as needed.
• Participates in campus multidisciplinary team meetings to develop solutions for struggling students (i.e., Response to Intervention (RtI), Admission, Review, and Dismissal (ARD), Student Attendance Review Team (SART) meetings, Student Support Team (SST), Attendance Committee, Discipline Committee, and so forth).
• Implements appropriate awareness and prevention programs and classroom presentations in collaboration with other Student Support Services personnel (i.e., “It’s Not Okay” (INOK) initiative, student clubs, Red Ribbon Week, and others).
• Investigates referrals/allegations related to the District’s INOK initiative: Friends For Life, Speak Up!, school staff, students, and parents.
• Acts as a liaison for the District with parents and/or community agencies
• Serves as Teen Reproductive Health Initiative representative for campus, as appropriate.
• Provides wellness opportunities/training for faculty as requested by administrators.
• Coordinates student leadership initiatives, as appropriate.

Crisis Support

• Provides intervention services in situations that are deemed crisis or critical by campus administrators to students, parents, and school staff.
• Provides suicide risk prevention education to school staff, students, and parents as required by state law in collaboration with Guidance & Counseling.
• Serves as a member of, or acts as the Lead for the Trauma Response Team, coordinating crisis response on campus as well as responding to other campuses affected by a traumatic event as requested.
• Conducts suicide, trauma and violence risk assessments for students (including emergency parent conferences), and possibly staff, and makes appropriate referrals.
• Provides case management services to students with severe and chronic problems that are leading to disciplinary action by the administrator (including third-party hearings, suspensions, or expulsions).
• Coordinates referrals for social services that are beyond the purview of the campus.

Program Management

• Develops relationships with students and parents.
• Provides leadership in the organization, and leadership in the development and delivery of programs and services to the student and parent/guardian.
• Compiles, maintains, and files all reports, records, and other required documents.
• Provides information, training, education, and consultation services to schools and communities concerning intervention issues.

Safety

• Follows established safety procedures and techniques to perform job duties including lifting and climbing; operates tools and equipment according to established safety procedures.
• Corrects unsafe conditions in work area and promptly reports any conditions that are not immediately correctable to supervisor.

Personal Work Relationships

• All Fort Worth ISD employees must maintain a commitment to the District’s mission, vision, and strategic goals.
• Exhibits high professionalism, standards of conduct and work ethic.
• Demonstrates high quality customer service; builds rapport/relationship with the consumer.
• Demonstrates cultural competence in interactions with others; is respectful of co-workers; communicates and acts as a team player; promotes teamwork; responds and acts appropriately in confrontational situations.

Other Duties as Assigned

• Performs all job-related duties as assigned and in accordance with Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.

Knowledge, Skills & Abilities

• Knowledge of individual and group counseling skills.
• Knowledge of casework methods.
• Knowledge of prevention and intervention strategies, including behavior management interventions.
• Knowledge of applicable federal and state laws regarding education and students.
• Knowledge of multicultural diversity issues in the work place.
• Skill in individual and group counseling.
• Skill in communicating effectively, both orally and in writing with staff and the community in a multi-ethnic educational environment.
• Skill in interpersonal relationships, including using tact, patience, and courtesy.
• Skill in providing exceptional service to both internal and external customers.
• Ability to work effectively in collaborative teams, including teams from other departments.
• Ability to handle difficult and stressful situations with professional composure.
• Ability to effectively conference with teachers, parents, and students.
• Ability to instruct students and manage their behavior.
• Ability to present information in one-on-one, small group, and large group situations to students, parents, and district staff.
• Ability to use software to access databases, email, create spreadsheets, and do word processing.
• Ability to organize and coordinate work under pressure, meet tight deadlines, and proactively resolve issues.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

Travel Requirements

• Travels to school district buildings and professional meetings as required.

Physical & Mental Demands, Work Hazards

• Tools/Equipment Used: Standard office equipment, including computer and peripherals; standard instructional equipment.
• Posture: Prolonged sitting; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.
• Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching; frequent walking.
• Lifting: Regular light lifting and carrying (less than 15 pounds); occasional heavy lifting (45 pounds and over); may be required to lift and transfer students to and from wheelchair or assist with positioning of students with disabilities.
• Environment: Works in an office setting; may require occasional irregular and/or prolonged hours; may work outside; regular districtwide travel to student homes.
• Attendance: Regular and punctual attendance at the worksite is required for this position.
• Mental Demands: Maintains emotional control under stress; works with frequent interruptions; may work prolonged or irregular hours.

Minimum Required Qualifications

• Education:
  • Bachelor’s degree from accredited college or university in Mental Health & Human Service required;
  • Master’s degree from accredited college or university in a relevant field preferred.
• Certification/License: Possess a valid Texas professional license in at least one of the following in the State of Texas.
  • Licensed Chemical Dependency Counselor (LCDC);
  • Licensed Professional Counselor (LPC);
  • Licensed Marriage & Family Therapist (LMFT);
  • Licensed Social Worker (LBSW, LMSW, LCSW).
• Experience:

• 3-5 years' providing services to children and/or adolescents, especially those at high risk.

• Experience using prevention and intervention skills with students and families;
• Experience with trauma-informed critical incidence response;
• Experience with school-aged populations including experience using prevention and intervention skills with students and families.

• Language: Bilingual (English/Spanish) preferred.

Some positions may be grant-funded and contingent on availability of funds.

This document is intended to describe the general nature and level of work being performed by people assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.