Crisis Intervention Specialist

MINIMUM QUALIFICATIONS:

• Bachelor’s Degree in Education or related field
• Minimum three years’ experience in one or a combination of the licensed areas below in secondary schools
• Successful experience working with secondary at-risk students

PREFERRED QUALIFICATIONS:

• North Carolina Licensure in one of the following areas:
• Teaching
• Student Services (School Counseling, School Psychology, and/or Social Work)
• Administration

ESSENTIAL DUTIES AND RESPONSIBILITIES: Additional Duties may be assigned.

• Identifies at-risk students based on EVAAS data and PowerSchool Graduation Resiliency Data
• Identifies at-risk students based on 10 or more absences
• Identifies at-risk students who are behind in their credits – especially at-risk seniors
• Identifies at-risk students who are included in each six weeks failure list and prepares written materials, such as failure letters, attendance reports, correspondence, etc., for the purpose of documenting activities, providing written reference and/or conveying information
• Identifies at-risk students who are failing more than one subject
• Develops and implements individual strategies and provides counseling to at-risk students utilizing cognitive behavioral techniques, individually and in small groups, to increase the likelihood that these students will stay in school and graduate
• Identifies at-risk 504 students and handles the 504 cases most at risk of not graduating
• Schedules and attends meetings (i.e., intervention meetings, parent/teacher meetings, etc.) for the purpose of gathering and disseminating information, as well as to provide training to parents of students identified as being at risk of not graduating
• Works with faculty, school counselors, and administrators to adapt curriculum and instruction to meet the needs of identified at-risk students
• Contacts community resource organizations and agencies for the purpose of enlisting needed help for at-risk students
• Contacts parents/guardians of at-risk students for the purpose of soliciting their help
• Gathers culminating data on at-risk students for the purpose of building the program and keeping track of student progress
• Maintains an at-risk student database for keeping track of interventions and the progress of the student
• Monitors at-risk students for the purpose of determining appropriate interventions
• Implements Career Guidance with at-risk students, employing a variety of career assessments to help students determine their interest, strengths, and learning styles, in setting goals for a future career path
• Completes all student withdrawals, completing the exit interview for students who are going to drop out of high school and assist with providing community resources and options
• Collaborates with feeder middle schools in utilizing EVAAS and Graduation Resiliency Data for the components of characteristics of potential dropouts
• Coordinates a transition program for 9^th graders to successfully adapt to the rigor of high school
• Perform all other duties as assigned.

PHYSICAL AND COGNITIVE REQUIREMENTS:

The major physical and cognitive requirements listed below are applicable to the Crisis Intervention Specialist job classification.

Work in this classification is considered light physical work requiring the exertion of up to 20 pounds of force occasionally and a negligible amount of force frequently or constantly to move objects.

Must be able to:

• Prepare, read and comprehend a variety of job related forms, reports, spreadsheets, maps, plans, records, documentation and correspondence in all languages required by the job
• Understand and conform to all rules of punctuation, grammar, diction and style
• Speak to individuals or groups of people with poise, voice control and confidence
• Respond adequately to inquires or complaints
• Write using standard convention in all languages required by the job
• Apply principles of logical or scientific thinking to define problems, collect data, establish facts and draw valid conclusions
• Apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form
• Communicate effectively and efficiently, both orally and in writing
• Use/interpret job related terminology, mathematical formulas and functions effectively and efficiently
• Deal with people beyond giving and receiving instructions
• Perform under stress, deal with persons acting under stress and adapt when confronted with emergency situation
• Be sensitive to cultural difference among individuals and groups of person
• Operate a motor vehicle
• Operate/use a variety of automated office machines and other job specific office equipment

DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position. This description may be revised by the supervisor, with HR review and approval, at any time.