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Prevention and Intervention Liaison
This is a full-time, CASA-Represented position. The salary grade for this role is 0642.
For forward-thinking administrators and educators, opportunities abound in the School District of Philadelphia. The School District of Philadelphia is committed to transforming the education opportunities it offers the city’s more than 203,000 school-aged children. The District seeks leaders who have a passion for working with schools, principals and communities who are committed to ensuring all students achieve. Serving a population as diverse as ours requires creativity, commitment and vision. Will you join us?
Job Summary
Prevention and Intervention Liaisons support school-based mental/behavioral health and trauma programming across the School District. Liaisons work collaboratively with school teams, specifically School Counselors and administrators, in providing training, consultation and technical assistance with a focus on strategic and intensive interventions. Liaisons assist schools with access to internal services and support collaboration with system partners to ensure that students who are experiencing barriers are linked to appropriate resources. Liaisons provide direct support to schools dealing with behavioral health emergencies and respond to and provide support for school-wide crisis. Liaisons also coordinate with city agencies and organizations to ensure the efficient delivery of services to students.
Essential Functions
- Supports schools in developing and implementing Multi-Tiered Systems of Support (MTSS) systems and processes at both Tier 2 and 3 levels which includes creating and managing school-based School Assistance Program (SAP) teams.
- Supports schools understanding and utilization of Tier 2 and 3 student data.
- Provides training and coaching on how to pair behaviors with the appropriate intervention.
- Supports the school’s ability to progress monitor by utilizing systems to document and monitor interventions.
- Conducts training and coaching on the implementation of universal screeners in schools.
- Trains staff on small group intervention.
- Monitors and supports school-based behavioral health programs to ensure that students are receiving timely and appropriate services.
- Ensures that students are appropriately referred to Tier 3 support.
- Assists school teams in identifying behavioral and mental strategies to support students.
- Ensures that processes and programmatic activities for behavior/mental health are in compliance with policies, procedures and mandated guidelines.
- Coordinates with families and District offices to offer interventions, strategies and supports to improve academic outcomes for students.
- Coordinates with school teams regarding students mental/behavioral health needs that return to school from hospitalizations and educational placements.
- Supports collaboration with providers and agencies to ensure that students who are experiencing barriers are linked to appropriate resources.
- Provides direct support to school-based staff in the management of crisis response, including delivery and/or coordination of targeted interventions.
- Assists with the response to school-based behavioral health emergencies and crises, including coordination with city agencies to ensure appropriate risk assessment, intervention and aftercare support.
- Manages response to school-wide crisis which includes assessment of response needed for school community, creation of plan, plan implementation, assessment of support needed in the near future.
- Provide on-call crisis support for staff to access to support students on nights and weekends on a rotation schedule.
- Assists schools with behavioral health supports that are integrated within the school building to ensure that services are operating as designed.
- Assists schools with accessing behavioral health services and supports provided by city agencies and organizations.
- Collaborates with system partners that serve children to ensure the linkage of supports to students experiencing barriers to academic and social development.
- Collaborates continuously with city agencies, programs, and partnerships that are utilized during individual and school-wide crisis response.
- Provides training and technical assistance at the District and school level to identify and implement school-wide and student interventions.
- Provides monthly training and ongoing support for School Counselors.
- Collaborates with Principals and school teams on creation and on-going monitoring of each school’s comprehensive school plan.
- Collaborates with Principals on how to best utilize counseling support and behavioral health staff in their school building.
- Assists Assistant Superintendents with assessments of school team functionality and make recommendations for improvement as it relates to MTSS Tiers 2 and 3 and behavioral health programming and support.
- Schedules monthly training and support sessions with School Counselors.
- Provides input, guidance and support to School Counselors in the creation and implementation of school-based counseling plans.
- Provides consistent and on-going support to School Counselors in all areas of their school-counseling programs (academic, career and social-emotional).
- Provides direct support to School Counselors in the management of behavioral health emergencies and crisis response, including delivery and/or coordination of targeted interventions, coordination with city agencies to ensure appropriate risk assessment, intervention and aftercare support.
Minimum Requirements
- Master’s degree from an accredited college or university with a degree in psychology, social sciences, counseling, or a behavioral health related field.
- Three years of full-time, paid, professional experience, which has included providing behavioral health services, social services, or counseling to school age youth in an urban setting; and working with evidence-based interventions, and supporting schools in program implementation with an emphasis on fidelity.
- Demonstrated knowledge of:
- Multi-tiered Systems of Support (MTSS).
- implementation of evidence-based interventions programs.
- behavioral health crisis response and recovery.
- crisis response protocol.
- principles, practices and techniques of social work or counseling and/or behavioral health.
- methods and techniques used in effective program planning, design and administration.
- current social, educational, and economic issues as they relate to urban families.
Ability to:
- interpret District policies and apply them to individual circumstances and situations in an appropriate manner.
- exercise discretion and confidentiality in dealing with sensitive situations.
- maintain necessary records and files, compile information and prepare reports
- process multiple tasks simultaneously, adhere to timelines, and complete work in a timely manner.
- assess the effectiveness of programmatic activities and to make recommendations for modifications as needed.
- develop and facilitate presentations, training, and professional development.
Disclaimer
The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.
Nondiscrimination
The School District of Philadelphia provides to all persons equal access to all categories of employment in this District, regardless of race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin or handicap/disability, gender identity, or genetic information. Please refer to Board Policy 104 for further information regarding the District's commitment to Nondiscrimination in Employment Practices.
Certificates/Licenses
- Valid Commonwealth of Pennsylvania license as a professional counselor preferred.
- Valid Commonwealth of Pennsylvania license as a social worker preferred.
- Valid Commonwealth of Pennsylvania license as a clinical social worker preferred.
- Valid license to operate a motor vehicle in the Commonwealth of Pennsylvania.