Support: Family Support Specialist (SY 25-26)

GLENPOOL PUBLIC SCHOOLS JOB DESCRIPTION

Position Title: Family Support Specialist

Reports to: Director of Special Services

FLSA Designation: Non-exempt

Calendar: 9, 10, 11 or 12 month

SUMMARY: The school-based family specialist or coordinator is a trained service specialist with the support of an experienced DHS Program Field Representative who provides Adult and Family Services (AFS) and Child Welfare (CW) knowledge and communication links. The SBFS is the link between DHS, the school, the families who have children at the school.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned by supervisor.

• Assess the needs of students referred and connect them to school, , community or interagency services as needed

• Provide social-emotional support to students
• Will assist school personnel in how to identify allegations of abuse or neglect through consultation and training. The SBFS will ensure that all required referrals are made. The SBFS will act as a liaison, in conjunction with the DHS Liaison, to CWS and the school if requested.
• Will be required to make home visits or transport children as needed; therefore, the availability of transportation is a must. The SBFS will go to the homes of those children identified by the school and SBFS for a variety of needs. The individual must possess the ability to creative problem solve for solutions in stressful situations to provide social work support for children, families, and school personnel.
• Will assist in developing community resources to meet the needs of families and children within the school system. The SBFS will have the ability to convene community support groups to aid in filling gaps in community resources that are needed to help the children and their families within the school system.
• Will work with the schools in developing specialized programs (such as tutoring services, truancy, or specific counseling services for at risk children, or after school activities.)
• Will maintain confidentiality. The SBFS must have a good understanding of the Confidentiality Law as it relates to children’s issues and DHS and the confidential restraints that are in existence at the educational facility. The SBFS will attend all required DHS and school trainings annually.

• Participate in school events such as enrollment, open houses, or community resource events to assist and ensure students and families have current and available information regarding services provided

• Identify students and families that may be eligible for SoonerCare/SoonerSelect, Snap, or other state benefits and assist them with enrollment/re-enrollment and related education and information, including providers, services covered, and PCP enrollment
• Assist families with referrals to health-related care services when needed.
• Assist students and families in securing resources and services for identified transportation, housing, personal care and/or other needs required to ensure child safety and family protective factors are met.
• When necessary, assist school faculty, staff and administration in making Child Welfare referrals which could include gathering supporting documentation, providing education and information about the referral process, or making the referral directly when there is a child safety concern
• Act as liaison to DHS when able, which could include gathering information, setting up interviews, providing and/or facilitating school in-service presentations and training on DHS services.
• Serve as a connection to DHS and act as a liaison to assist the school with the provision of social services within the community by assisting with Job Readiness/Career and Strengthening Families.
• Identify other student needs and provide support in obtaining community resources such as mental health services, transportation needs, housing needs, and food insecurity needs.

• Provide support and assistance to develop or coordinate resources of school- based programs, projects and partnerships that assist schools with meeting social service needs of students and families

• Follow up and ongoing support for families to ensure needs continue to be met, satisfaction with services, and identify any new or existing barriers to services.

• Maintains files and processes incoming correspondence as instructed
• Works well with both supervisors and other members of the team

• Maintains consistent and punctual attendance

• Performs other duties assigned by supervisor or administrator

SUPERVISORY RESPONSIBILITES: None

QUALIFICATION REQUIREMENTS: 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, skills and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND/OR EXPERIENCE: HS diploma or GED and at least two (2) years general office work and/or training; basic computer skills to include a working knowledge of word processing and databases

preferred.

CERTIFICATES, LICENSES, REGISTRATIONS:

• BS or Experience in social work, Human Services or related field.
• Relevant experience in social work with children and families
• Experience in school based or education setting preferred

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.
• The ideal candidate for the School-Based Family Services Specialist (SBFS) position is a

compassionate and knowledgeable professional with a background in social work. They possess

the ability to navigate complex systems, provide critical support to students and families, and act

as a vital link between the school and community resources. Their role is pivotal in ensuring the

safety, well-being, and academic success of the students they serve.

PHYSICAL DEMANDS: The physical demanded described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

“While performing the duties of this job, the employee is almost continuously required to sit and talk or hear. The employee is occasionally required to walk and stand. The employee is occasionally required to reach with hands and continuously repeat the same hand, arm or finger motion many times as in typing. Specific vision abilities required by this job include close vision, depth perception, and ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.”

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 noise level in this environment is quiet to moderate depending upon daily activity.”