PRIMARY PURPOSE:

The At-Risk Counselor will provide campus support through the supervisory services necessary for planning, development, implementation and evaluation of an effective at-risk program.  The primary responsibility of this position is to work with students, K-12, at-risk of dropping out of school.

MINIMUM QUALIFICATIONS:

Education/Certification

• Master’s Degree
• Texas SBEC School Counselor Certificate
• LPC, LCSW, or LMSW preferred
• Valid Texas Driver’s License
• Candidate must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50.00) paid by the employee

Special Knowledge/Skills

• Working knowledge of community and family life

  Experience

• Minimum of two years creditable experience as a classroom teacher
• Minimum of one year of related experience required; or any equivalent combination of education, training and experience that provides the requisite knowledge, skills and abilities for this job.

MAJOR RESPONSIBILITIES AND DUTIES:

(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.)

Guidance

1. Plan and conduct structured group lessons to deliver district’s guidance curriculum effectively and in accordance with students’ developmental needs. Collaborate with teachers who teach guidance related curriculum.
2. Guide individual students, groups of students, and parents to plan, monitor, and manage the student’s own educational and career development including creating and reviewing personal graduation plans and providing information about post-secondary opportunities.
3. Use accepted theories and effective techniques of developmental guidance to counsel individual students, small groups of students, and parents to plan, monitor, and manage a student’s own personal and social development. Provide preventive, remedial, and crisis counseling as needed.
4. Serve as an impartial, non-reporting resource for interpersonal conflicts and discourse involving two or more students, including accusations of bullying.
5. Reviews and is knowledgeable of state criteria for identification of students at-risk of dropping out of school (Criteria #1-13)
6. Works solely with the student population identified as at-risk and addresses the needs of students identified by tracking/monitoring registration and PEIMS data.
7. Develops unique motivational concepts to encourage and motivate at-risk students
8. Develops character education plans per student meeting specific needs (i.e. conflicts resolution, anger management, time management
9. Adjusts and modifies program implementation to best serve at-risk students evidenced in positive academic growth
10. Promotes learning through designing innovative/tailored/learning opportunities and resources for at-risk students
11. Fosters positive school/organizational relationships and employ effective communication skills
12. Provides intensive, specific, and intentional support to the at-risk student population relating to Child Protective Services, related protective services, suicide prevention and intervention, and relationship/conflict resolution.

Consultation

13. Coordinate school, home, and community resources and refer students, parent, and other to special programs and services as needed.
14. Work collaboratively to advocate for individual students and specific groups of students.
15. Maintain verbal and/or written contact with parent/guardian regarding the student’s academic, social and emotional progress and concerns of staff, student, and parent;
16. Provide training, support and meetings for parents and students to foster development in social and emotional learning interventions
17. Serves campus by identifying and providing the tools, resources and skills necessary for them to help students identified at-risk become academically successful
18. Collaborates with Administrators and Counselors on the implementation of social and emotional programs for at-risk students
19. Communicates (verbal and/or written) with parent-guardian regarding the at-risk student’s progress and concerns of staff, student, and parent
20. Serves campus by identifying and providing the tools, resources and skills necessary for them to help students identified at-risk become academically successful

Assessment

21. Interpret standardized test results and assessment data to guide students in individual goal setting and planning.

Program Management and Administration

22. Plan, implement, evaluate, and promote continuous improvement of a balanced comprehensive developmental guidance and counseling program that includes guidance curriculum, responsive services, individual planning, and system support components.
23. Advocate for a school environment that acknowledges and respects diversity.
24. Compile, maintain, and file all reports, records, and other documents with required state reporting agencies.
25. Comply with policies established by federal and state law, State Board of Education rule, and board policy. Comply with all district and campus routines and regulations.
26. Adhere to legal, ethical, and professional standards for school counselors including current professional standards of competence and practice.
27. Uphold ethical and professional standards as set forth.
28. Present the campus counseling program to the district counseling advisory council.
29. Utilize appropriate computer resources, learning information systems and e-mail to support instruction, assessment and research for campus support
30. Creates academic, behavioral and social goals to support students in at-risk case load
31. Creates an at-risk committee that evaluates low-performing students’ academic strengths and weaknesses, identifies and monitors the implementation of interventions
32. Leads, develops and implements an at-risk parent program that will provide parents with the information, skills and resources necessary to positively support their children’s learning and development.
33. Maintains/assists in maintenance of accurate student information for at-risk programs as aligned with The Texas Education Agency State Compensatory Education guidelines
34. Develops and maintains a cumulative record for each at-risk student receiving services
35. Provides training, support and meetings for parents and at-risk students to foster development in social and emotional learning interventions
36. Works collaboratively with the administrative leader team

Other

37. Follow district safety protocols and emergency procedures.
38. Support the administration and campus test coordinator in interpreting district and state assessment results in order to better support campus staff in evaluating and identifying student’s strengths and weaknesses; coordinates appropriate supports and interventions; makes appropriate educational and career plans with students
39. Participate in professional development activities to maintain current knowledge of personnel rules, regulations, and practices
40. Ensure compliance with the Texas Educator’s Code of Ethics
41. Maintains a consistent professional demeanor and appearance
42. Daily attendance and punctuality at work are essential functions of the job

SUPERVISORY RESPONSIBILITIES: 

Supervision and evaluation of District personnel is not a requirement of the position; however, the supervision of at-risk students is required.

EQUIPMENT USED:

• Office equipment – personal computer, printer, calculator, multi-line telephone, software programs and peripherals, copier, fax, and other equipment applicable to position.
• Communication equipment – radio communication equipment, cellular telephone
• Video monitoring equipment

WORKING CONDITIONS:

• Maintain emotional control under stress
• Work with frequent interruptions

PHYSICAL DEMANDS:

• Frequent: Sitting, standing, walking, climbing stairs and/or ramps, balancing, stooping, kneeling, crouching, crawling, pulling, pushing, reaching, repetitive hand motions, hearing, speaking clearly, visual acuity, distinguishing colors, driving, traveling.
• Occasional: Lifting, moderate, 15-44 pounds; carrying, moderate, 15-44 pounds

ENVIRONMENTAL FACTORS:

• Frequent exposure to: temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination, vibration
• Occasional exposure to: biological hazards (communicable diseases, bacteria, insects, mold fungi, etc.), work outside, work around moving objects or vehicles, work on uneven surfaces, work alone, work prolonged or irregular hours.

NONDISCRIMINATION STATEMENT:

The Judson School District considers applicants for all positions without regard to race, color, national origin, age, religion, sex, marital or veteran status, the presence of a medical condition, disability, or any other legally protected status.