PRIMARY FUNCTION: The position is responsible for coordinating interventions for students with mental health concerns, managing Tier 1 and Tier 2 behavioral health training programs—including documentation and outcome reporting—and attending meetings on school safety and behavioral health.Contingent on continued GADOE funding.
REPORTS TO: Executive Director Student Support Services
SALARY SCHEDULE: Teacher + Additive
WORK DAYS: 219
REQUIREMENTS:
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Education Level: Bachelor’s degree in counseling, social work, psychology, a related behavioral health field, or comparable experience in these fields of expertise with PSC certification. Preferred: Advanced degree(s)
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Experience, Skill and Certification: Valid Georgia Service Certificate by the PSC in the assigned service field
- Exceptional communication skills, including the ability to work effectively with students, families, educators, community organizations, insurance care coordinators, behavioral health providers, and state agencies.
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Experience with or awareness of Multi-Tiered Systems of Support (MTSS). ?
Preferred
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Master’s degree in counseling, social work, psychology, a related behavioral health field, or comparable experience in these fields of expertise with PSC certification
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Course work in data analysis, statistics, or a related area and/or experience in data-driven decision-making
Duties and Responsibilities:
Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out but may be considered incidental in the performance of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the duties herein described.
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Coordination of Behavioral and Mental Health Interventions
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Coordinate a comprehensive approach to early behavioral health identification and school safety through:
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Supporting the development and implementation of systems, in collaboration with school-based teams, to proactively identify students who are experiencing or are at risk for mental and behavioral health concerns.
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Analyzing attendance patterns, discipline data, academic performance, teacher referrals, and screening tools to detect early warning signs before issues escalate.
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Providing support and expertise to ensure a comprehensive and supportive approach to the district’s behavioral threat assessment process.
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Facilitate a system to ensure timely referrals and access to a continuum of supports, including:
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School-based interventions such as counseling, mentoring, and small-group supports.
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Telehealth services that can provide timely, virtual access to licensed professionals.
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Local behavioral health providers, including Community Service Boards (CSBs), local behavioral health agencies, and private practitioners for specialized or intensive services.
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Community-based programs that address underlying barriers such as housing, food insecurity, or family stress.
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Local Interagency Planning Team (LIPT)
- Work closely with school staff, including but not limited to school counselors, social workers, nurses, psychologists, safety personnel and administrators to create systems for development and implementation of coordinated support plans.
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Ensure that there is a system in place to track each referral to ensure follow-up, reduce duplication of services, and confirm that students receive the appropriate level of care.
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Coordinate a process for transition/support plans for students returning to school from a more restrictive setting (e.g. alternative placement, psychiatric residential treatment facility, acute hospital care, regional youth detention center, etc.).
Monitor outcomes and effectiveness:- Collect data on referrals, delivered services, and student progress. Use this data to evaluate the effectiveness of interventions and report findings to district leadership and state partners as required. Work with providers to adjust supports as needed to ensure that interventions are having the desired impact on student well-being, attendance, and academic engagement.
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Develop/strengthen partnerships with community providers:
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Build and maintain strong relationships with external agencies to ensure smooth service coordination and reduce barriers to care. Engage families as partners in the intervention process, maintain regular communication and offer guidance on available resources.
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Build and maintain a reference resource with local partners, points of contact, contact information, etc. Assure that the resource is current and is accessible to all school partners.
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Tiered Behavioral Health Training and Support
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Tier 1 (Universal Supports):
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Coordinate, document, and evaluate prevention and awareness initiatives that promote mental health and a positive school climate.
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Support staff training programs as required by O.C.G.A. § 20-2-779.1, including youth mental health awareness, trauma-informed practices, and suicide prevention.
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Tier 2 (Targeted Supports):
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Work with schools to ensure availability of and access to early interventions and small-group support for students with emerging behavioral or attendance concerns.
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Partner with behavioral health providers and community agencies to build access to targeted services.
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Tier 3 (Intensive Supports):
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Facilitate referrals to wraparound services and individualized plans for students with chronic or severe behavioral health needs.
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Facilitate access to therapy or teletherapy and monitor access and effectiveness.
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Ensure coordination with behavioral health providers, social services, crisis response teams, CMOs’ and commercial insurers’ care coordinators.
3. Collaboration, Documentation, and Compliance
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Document and evaluate the outcomes of behavioral health programs and interventions, reporting progress to district leadership and state agencies as required.
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Attend mandatory training sessions and workshops offered by the Georgia Emergency Management and Homeland Security Agency (GEMA/HS) and the Department of Behavioral Health, Developmental Disabilities (DBHDD), and the Department of Education (DOE).
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Collaborate with school-level safety and threat assessment teams to integrate behavioral health supports into school safety plans.
Non-Essential Responsibilities
A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:
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it is shared between multiple incumbents in the job; or
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it could be performed by an employee in another job within the workgroup.
Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.
Certain limited aspects of General Duties and Responsibilities items referenced in Section 1 (b) and (d) might be considered “non-essential” in a specific situation. Any request for accommodation must be reviewed on an “individual case” basis.
Physical and Sensory Demands
Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.
OFFICE Employees in this classification are normally exposed to a typical office or related environment. There will be prolonged periods of sitting, and there may be frequent bending, stooping, or stretching. There are occasions that require the lifting or pulling of equipment or supplies. Reading, listening, writing, and speaking are requirements. There are few exceptional physical or sensory demands, but there may be occasions that require the restraint of a student.
Incumbents must have valid driver’s license and reliable personal transportation due to frequent travel between school locations
Terms of Employment
Savannah-Chatham County Public School System has the right to revise this job description at any time. This position will receive an annual contract, and appropriate pay will be determined based on the highest level of certification,allowable experience and availablity of GADOE funding.
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