Mental Health Intervention School Liaison

School Liaison

Purpose Statement 
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 Functions
Serves as the primary liaison to Mental Health Provider (MHP), family caregivers, child welfare agencies and school administration. 
Collaborates with school administrators and MHP 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 MHP. 
Assesses student and family needs for the purpose of developing and implementing behavioral health support plans. 
Provides quality assurance in the referral process to MHP. 
Assists students and families with accessing and navigating MHP 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 USD administration and counseling staff on interventions for students experiencing behavioral and emotional barriers to learning. 
Assists USD 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 support in crisis response. 
Compiles data for statistical purposes. 
Essential Performance Responsibilities (cont.) 
Provides professional development and coaching to administrators, teachers and counselors on trauma informed and culturally responsive services and supports within the behavioral health model. 
Trains and supervises behavioral/mental health interns to provide effective services and supports. 
Participates in USD 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 students 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. 
Maintains confidentiality regarding educational records. 
Maintains a daily log of school/staff visits and documentation. 
Utilizes existing technology effectively in the performance of duties. 
Works with district staff to identify and support students in foster system, CINC, and other family support programs. 
Encourage families to continue summer services, assists in establishing schedule and location for summer services. 

Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, physical stamina, and/or ability required.

SUPERVISORY RESPONSIBILITIES: Supervises the equivalent of ten or more full-time employees.

LANGUAGE SKILLS: Ability to read and interpret documents such as safety rules, operating and maintenance instructions and procedure manuals. Ability to write standardized recipes, routine reports and correspondence. Ability to speak effectively before parents, staff and students.

MATHEMATICAL SKILLS: Ability to add and subtract two-digit numbers and to multiply and divide with 10s and 100s. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs. Ability to quantify recipes and scale up and down between pounds, ounces, grams etc.

REASONING ABILITY: Ability to apply common sense understanding to carry out written and oral instructions. Ability to deal with problems involving a few concrete variables in standardized situations.

OTHER SKILLS and ABILITIES: Ability to develop effective working relationships with students, staff and the school community. Ability to communicate clearly and concisely, both orally and in writing. Ability to perform duties with awareness of all District requirements and Board of Education policies.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.

WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The employee may occasionally work in temperatures above 100. The noise level in the work environment is moderately noisy in both central kitchen and in schools in the cafeteria when in the presence of students/children.

While performing the duties of this job, the employee is almost continuously required to stand, talk or hear. The employee may occasionally lift and/or move up to 50 pounds such as milk crates, frozen foods, fruit, canned food etc. The employee is occasionally required to reach with hands and continuously repeat the same hand, arm or finger motion many times. Specific vision abilities required in this job include close vision, depth perception, and the ability to adjust focus.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education and/or Experience: 
Bachelors/ Masters degree in related field. 
School Liaisons should be qualified in behavior intervention, such as school counselors, school social workers, psychologists, or another related field. 
Social work experience in K-12 settings preferred. 
Experience leading professional development and training with teachers and counselors. 
Flexible, solutions oriented, collaborative and responsive to crisis situations. 
Possess and utilize excellent interpersonal skills and professional judgment. 
Demonstrate collaborative and consultative skills.


Required Testing Certificates and Licenses

Continuing Educ. / Training Clearances
Criminal Background Clearance


FLSA Status Approval Date Salary Grade
Exempt


Notice of Nondiscrimination
Geary County USD #475 does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and/or activities and provides equal access to the Boy Scouts and other designated youth groups. For questions or complaints based on race, color, national origin, sex or age, please contact the USD 475 Executive Director of Personnel Services, 123 N. Eisenhower, Junction City, KS 66441. Telephone: 785.717.4000. For questions or complaints based on disability, please contact the USD 475 Executive Director of Special Education, 123 N. Eisenhower, Junction City, KS 66441. Telephone: 785.717.4000.

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