District At-Risk Crisis Counselor

Position:  District At-Risk Crisis Counselor

Department: Education Support Center/McAdams Junior High School

Wage/Hour Status: Exempt/Professional

Immediate Supervisor:  Director of Mental Health & Counseling/ Gator Wellness Center

Pay Grade: Per Compensation Manual

Days Employed: Per Compensation Manual

POSITION SUMMARY: 

• The role of the District At-Risk Crisis Counselor is vital in creating a safe, supportive, and responsive school environment where students can thrive both academically and emotionally.
• This position requires a highly skilled professional capable of addressing immediate emotional distress, mental health crises, trauma, and the needs of at-risk student populations.
• In addition to crisis response, the counselor plays a key role in supporting campus counselors in the implementation of a comprehensive school counseling program.
• By fostering strong connections within the school and broader community, the District At-Risk Crisis Counselor also helps prevent future challenges and promotes long-term student well-being. 

QUALIFICATIONS:

Education/Certification:

• Master’s degree in school counseling
• Valid Texas School Counseling Certification 

Special Knowledge/Skills:

• Knowledge and skill in counseling and casework methods
• Awareness of and ability to access community resources, and possess the initiative to connect students and their families with resources relevant to individual life situations
• Strong communication, interpersonal, consultation, and counseling skills
• Knowledge of relevant laws, regulations, and best practices related to student well-being and education
• Ability to work effectively in a diverse and dynamic school environment
• Excellent organizational, communication, and interpersonal skills 
• Demonstrated proficiency in using technology for documentation, communication, and presentation purposes

MAJOR RESPONSIBILITIES:

Student Support: 

• Support students who are considered At-Risk 
• Consult and collaborate with parents, counselors, and medical professionals regarding students who may have serious or life-threatening illnesses or pregnant
• Coordinate Compensatory Education Home Instruction (CEHI)as a required academic support for eligible students during prenatal and postpartum periods—and a range of optional support services such as counseling, health services, transportation, and parenting education. These services are designed to address the unique challenges faced by pregnant and parenting students, ensuring they receive equitable access to education and the resources needed to thrive.
• Develop and support intervention strategies with students to 1) increase attendance, 2) assist with coping skills, and 3) develop appropriate goals
• Conduct outreach activities, including making home visits, to gather information relating to students
• Consult and collaborate with parents, McKinney Vento Liaison, and campus staff regarding students' attendance, academic performance, behavior, and various other needs
• Facilitate the referral of students to outside agencies
• Arrange for medical, psychiatric, and other tests and examinations that may disclose causes of difficulties and indicate remedial measures
• Provide school counseling support to students at alternative campuses without assigned school counselors

Crisis Intervention: 

• Respond to campuses when someone has suicidal or violent ideation, following the district's Suicide Prevention Flow Chart
• Oversee suicidal crisis response while coordinating response team, intervention, and immediate follow-up care
• Actively be a member of the district's School Behavioral Threat Assessment Team. Respond to campuses when a student has violent ideation that results in the local mental health authorities' crisis team responding.
• Oversee violence ideation crisis response with law enforcement, provide intervention, and immediate follow up care.
• Respond to crises within the school community, including situations such as grief, trauma, bullying, and other emergencies. Offer immediate support to students, staff, and families and collaborate with appropriate agencies when necessary.
• Provide crisis intervention and preventive support as needed by students and their families
• Serve as a member of the DISD Crisis Response Team

Parent and Community Engagement: 

• Build strong relationships with parents, guardians, and families to enhance their involvement in students' educational progress
• Actively collaborate with community resources and organizations to provide additional support to students and families
• Continuously seek out additional community resources and opportunities to provide assistance to students/families and actively communicate with other district stakeholders, such as campus counselors
• Plan and implement parent involvement activities, such as parent training and support groups, as identified through identifying district trends and/or as requested

Collaboration: 

• Work closely with alternative campuses' school staff, including teachers, counselors, administrators, and special education teams, to ensure a holistic and coordinated approach to addressing students' social and emotional needs
• Serve as a consultant to school personnel regarding students or situations that are not referred for direct district or outside services
• Develop and maintain positive working relationships with school professionals and representatives of the community resources
• Attend and participate in transition meetings for students returning from alternative placements to their home campuses
• Coordinate the alternative education program (AEP) personalized transition plan
• Meet monthly with the Mental Health and Counseling team
• Collaborate with School Liaison Officers
• Mentor, model, coach, and support campus school counselors in implementing a Comprehensive School Counseling Program
• Attend and represent Dickinson ISD at the Community Resource Coordination Group (CRCG) meetings

Documentation: 

• Maintain accurate and confidential records of student interactions, assessments, and intervention plans in compliance with state and district guidelines
• Compile, maintain, and file all physical and computerized reports, records, and other required documents
• Maintain the students' alternative education program (AEP) personalized transition plan
• Maintain Life-Threatening Illness Documentation
• Coordinate and support with the homebound liaison
• Review, maintain, and Support At-Risk documentation and students classified At-Risk

Professional Development: 

• Stay current with best practices in mental health and education through ongoing professional development activities and training
• Maintain updated training in district-endorsed crisis management procedures
• Maintain School Behavioral Threat Management training
• Maintain Galveston County Juvenile Justice training and requirements: Criminal Background Acknowledgment, Statement of Confidentiality, Child Abuse Registry Check Consent Form, PREA Training and Acknowledgment, Criminal Justice Information Services (CJIS) Training, fingerprinting, etc..
• Attend Texas Education Agency (TEA) Highly Mobile and At-Risk (HMAR) webinars and trainings

Ethical Standards: 

• Uphold the highest ethical standards in all interactions with students, families, and colleagues
• Adhere to relevant laws, regulations, and policies governing social work practices in educational settings

Supporting Documents:

• AEP Personalized Transition Plan from TEA
• PEIMS At Risk Indicator Codes

EXPECTATIONS OF MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS: The demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. 

• Ethical Standards: Uphold the highest ethical standards in all interactions with students, families, and colleagues. Adhere to relevant laws, regulations, and policies governing social work practices in educational settings.
• Tools/Equipment Used: Standard office equipment, including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students
• Posture: Frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Motion: Frequent walking and reaching
• Lifting: Frequent light lifting and carrying (less than 15 pounds); heavy lifting (45 pounds or over) and positioning or students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive and other classroom equipment
• Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (body fluids, bacteria, communicable diseases)
• Mental Demands: Work with frequent interruptions; maintain emotional control under stress
• Professional Dress:  Dress must be clean, neat, in a manner appropriate for his or her assignment, and in accordance with any additional standards established by his or her supervisor and approved by the Superintendent.  During work hours, visible body piercings (except earrings) will not be allowed.  

EVALUATIONS:

• Performance of this position will be evaluated annually