1.0 FTE Student Success Clinician - Elk Meadow Elemetary School - Temporary

Description

Bend-La Pine Schools

Bend, Oregon 97703

Bend-La Pine Schools is committed to the principle of equity. Equity supersedes the notion of equality, where all are treated the same. Pursuing equity requires the removal of barriers and the promotion of inclusive practices so that all students fully benefit. The principle of equity will inform all BLS policies, regulations, programs, operations, practices, and resource allocations.

Studies have shown that some individuals (women and people of color, for example) are less likely to apply for jobs unless they believe they meet every single qualification in a job description. Our goal is to find the best candidate for the position, and we acknowledge that that candidate may be an individual from a less traditional background. We encourage you to apply, even if you don't believe you meet every one of our qualifications described. If you are unsure whether you meet the qualifications of a position, or how this would be determined, please feel free to contact Human Resources to discuss your application.

Position Title: Student Success Clinician

Department: Student Services

Reports To: Site Administrator

JOB DEFINITION:

The Student Success Clinician provides school-based clinical, social-emotional, behavioral, and mental health support for students whose needs interfere with successful participation in the general education setting. The position leads and supports implementation of individualized and tiered intervention plans, provides direct student services, coordinates with families and community providers, and supports student reintegration into classroom and school environments.

The Student Success Clinician also serves as a building-level lead for student success intervention systems. The position collaborates with administrators, counselors, teachers, learning specialists, educational assistants, district leaders, and community partners to strengthen Tier 2 and Tier 3 supports, build staff capacity, and align practices with trauma-informed, restorative, and evidence-based approaches. The position may provide functional supervision, coaching, scheduling, and instructional guidance to educational assistants assigned to student support programming.

ESSENTIAL JOB FUNCTIONS:

• Lead and support the implementation of school-based Tier 2 and Tier 3 student success interventions in collaboration with site administrators, counselors, teachers, learning specialists, educational assistants, district leaders, and community partners.
• Provide direct individual and small-group clinical, social-emotional, and behavioral intervention to students whose needs interfere with successful participation in the general education setting.
• Develop, implement, monitor, and revise individualized student success plans that integrate clinical, classroom, family, and community-based supports.
• Facilitate student entry into, participation in, and transition out of intensive intervention programming, including support for successful reintegration into classroom and school environments.
• Collaborate with classroom teachers and other staff to identify, model, and implement strategies that support student regulation, engagement, learning, and belonging.
• Provide consultation, coaching, and professional learning to staff on trauma-informed, restorative, culturally responsive, and evidence-based practices that support students with complex social, emotional, behavioral, or mental health needs.
• Serve as a member or lead participant on building-level student support teams, including MTSS, Culture of Care, SEL, or other multidisciplinary teams as assigned.
• Coordinate with families and caregivers through consistent two-way communication, problem-solving, progress monitoring, and home visits when appropriate.
• Coordinate with community-based mental health providers, social service agencies, and other collateral support organizations to align services and support student success.
• Identify gaps in services or supports and assist families with referrals, access, and follow-through with appropriate school-based or community-based resources.
• Provide functional supervision, coaching, scheduling support, and instructional guidance to educational assistants assigned to student support programming.
• Maintain a safe, structured, supportive, and developmentally appropriate intervention environment that promotes student learning, regulation, and success.
• Collect, monitor, document, and enter required student intervention data in accordance with district procedures, confidentiality requirements, and applicable laws.
• Maintain timely, accurate documentation of all services provided to students in accordance with professional licensure standards, Medicaid billing requirements, district policies, and state regulations. This includes documenting all student sessions, developing and maintaining plans of care, and ensuring documentation supports reimbursement for school-based services.
• Participate in staff meetings, professional development, school committees, and district training activities related to student support, intervention systems, and continuous improvement.
• Perform related duties as assigned.

KNOWLEDGE, SKILLS AND ABILITIES:

Knowledge:

• Trauma-informed, restorative, culturally responsive, and evidence-based practices that support students with complex social, emotional, behavioral, and mental health needs.
• Tiered systems of support, including schoolwide universal practices, targeted interventions, and intensive individualized supports.
• Clinical and behavioral intervention practices appropriate for school-based settings, including skill-building, regulation support, crisis response, and reintegration planning.
• Child and adolescent development, the impact of trauma on learning and behavior, and strategies that promote student regulation, belonging, and school engagement.
• Student support frameworks and intervention models such as Collaborative Problem Solving, Dialectical Behavior Therapy, restorative practices, attachment-informed practice, and related approaches.
• Special education, Section 504, confidentiality, mandatory reporting, and other legal and ethical requirements related to student support services.
• School systems, classroom environments, instructional routines, and the ways student behavior, mental health, and learning needs intersect in the general education setting.
• Case management practices, community-based mental health systems, and coordination of services among schools, families, and outside providers.
• Data collection, progress monitoring, documentation, and use of student support data to inform intervention planning and continuous improvement.

Skills & Abilities:

• Provide direct individual and small-group clinical, social-emotional, and behavioral intervention to students with complex needs.
• Develop, implement, monitor, and revise individualized student success plans that integrate school, family, clinical, and community-based supports.
• Respond calmly and effectively to student dysregulation, crisis situations, and emotionally intense interactions.
• Build trusting, professional relationships with students, families, staff, administrators, and community partners.
• Coach, consult with, and provide professional learning to staff in ways that build schoolwide capacity and improve support for students.
• Collaborate effectively with multidisciplinary teams, including administrators, counselors, teachers, learning specialists, educational assistants, district staff, and outside providers.
• Provide functional supervision, coaching, scheduling support, and implementation guidance to educational assistants assigned to student support programming.
• Communicate clearly and professionally, both orally and in writing, including with families, staff, service providers, and district leaders.
• Maintain confidentiality and exercise sound professional judgment in matters involving sensitive student, family, staff, and district information.
• Organize and manage multiple priorities, student plans, meetings, documentation requirements, and intervention timelines.
• Use student support data to monitor progress, evaluate intervention effectiveness, and recommend adjustments to services or supports.
• Work effectively in emotionally complex, high-need, and fast-moving school environments while maintaining professionalism and emotional regulation.
• Demonstrate cultural responsiveness and respect for students and families from diverse backgrounds, cultures, identities, and lived experiences.

Working Conditions:

Work is performed in school-based settings, including classrooms, common areas, and other instructional or nontraditional environments. The position requires frequent movement throughout school facilities, standing, walking, bending, kneeling, and, at times, rapid response to behavioral situations. The role may involve lifting or assisting students and transporting materials or equipment consistent with assigned duties.

The employee may be exposed to escalated student behaviors, including verbal and physical dysregulation, and may encounter emotionally intense or crisis situations. The position may require implementation of behavior intervention strategies, including proximity support, de-escalation techniques, and, when trained and authorized, physical safety interventions consistent with district policy and applicable regulations.

Participation in student support meetings, data review, staff collaboration, and professional development activities is required and may occur outside the regular instructional day, consistent with the applicable collective bargaining agreement. The employee may occasionally provide student supervision support consistent with school operations.

The role requires sustained situational awareness, emotional regulation, sound professional judgment, clear communication with staff and families, and the ability to support safe and inclusive learning environments. The employee must be able to perform the essential functions of the position with or without reasonable accommodation.

MINIMUM AND PREFERRED QUALIFICATIONS

Minimum :

• Valid Oregon licensure or certification in one of the following areas: TSPC School Social Worker, TSPC School Counselor, Licensed Clinical Social Worker, Licensed Professional Counselor, Licensed Marriage and Family Therapist, or equivalent license/certification appropriate to the assignment.
• Ability to obtain and maintain required credentials to serve as a School-Based Health Services provider in the State of Oregon, including a National Provider Identifier (NPI) and Medicaid provider number.

Preferred:

• Three or more years of experience working with children, adolescents, and families experiencing complex behavioral health, trauma-related, social-emotional, or mental health needs.
• Master's degree in social work, counseling, psychology, marriage and family therapy, or a related behavioral health field.
• Experience providing school-based mental health, social-emotional, behavioral, or clinical intervention services.
• Multilingual skills and/or experience working with students and families from diverse linguistic, cultural, and lived-experience backgrounds.

Expectations of Professional Conduct

Employees of Bend-La Pine Schools are expected to adhere to all Bend-La Pine Schools policies and regulations, ensuring compliance with established procedures and expectations. They are to prioritize the well-being of students, aligning their conduct with the core values of public education and the mission, vision, and goals of Bend-La Pine Schools. This entails maintaining consistent and punctual attendance while adhering to site and/or district protocols for reporting absences.

Professionalism extends to personal presentation, with employees expected to maintain attire and grooming appropriate to their roles. While carrying out everyday tasks independently, it's essential to maintain professionalism in how you communicate, both verbally and nonverbally, with students, parents/guardians, the public, and colleagues. This includes valuing and respecting cultural and background differences. Employees of Bend-La Pine Schools are entrusted with fostering a respectful working and learning environment, upholding confidentiality regarding student, staff, and district information at all times.

The statements herein reflect the general nature and level of work expected in this position and are not intended to be an exhaustive list of all responsibilities, duties, or qualifications.

Employees may be assigned additional duties as needed to support district operations, provide coverage, and ensure the effective functioning of the organization. This may include location changes of assignment to meet developing district needs

Requirements

Please Provide:

Resume

Cover Letter

2 Letters of Recommendation

License

Transcripts are not needed as part of the application but are required prior to employment for salary placement purposes.


INTERNAL CERTIFIED APPLICATION REQUIREMENTS:

Resume

Cover Letter

1 Letter of Recommendation

If you would like to include more than the one required letter of recommendation, you may do so.

Note to Current Employees: The system will not allow you to directly upload supporting materials, so please email supporting documents to View email address on click.appcast.io