Taylor Viehman

PROVIDE A COMPREHENSIVE, TRAUMA-INFORMED MENTAL HEALTH MODEL

• Coordinate the resources dedicated to students’ mental health and well-being to ensure full integration and equitable distribution of social-emotional services in school.
• Advocate for equitable distribution of services in schools.
• Maintain excellent, electronic documentation to create a seamless system of coordinated student care. a. Ensure documentation is consistent, accurate, and up-to-date. b. Provide recommended documentation for grade level, internal and external transfer.
• Implement intervention strategies consistent with evidence-based best practices, including direct and/or group therapeutic services, staff support, and classroom strategies.
• Monitor coordination of service progress and adjust services as needed.
• Participate in regular clinical peer consultation.
• Collaborate with family and community resources to provide comprehensive mental health services to the whole child.

WORK AS PART OF A TEAM TO ADDRESS THE SOCIAL/ EMOTIONAL, BEHAVIORAL, AND MENTAL HEALTH NEEDS OF THE STUDENT

• Attend and participate in meetings such as multi-tiered systems of support, individual education plans/504, professional learning communities, best-interest determination, student In transition, re-entry, and parent-teacher conferences.
• Consult, educate, and support staff (i.e., administrative, counseling, teaching, etc.) regarding intervention, strategies, disciplinary approaches, and re-entry for identified students.
• Provide wrap-around support(s) for students, including other professional services inside and outside of the district.
• Partner with families to provide appropriate referrals regarding additional services and resources.

PROVIDE SYSTEM SUPPORT TO THE DISTRICT

• Provide knowledge and expertise of evidence-based and best practice programs consistent with identified student/community needs.
• Coordinate with appropriate stakeholders to support students and families through internal processes such as student in transition, 504 plans, Alternative Discipline Center, disciplinary hearings, and Homebound services.
• Assist buildings with crisis intervention, assessment, and services as requested and needed.
• Provide other relevant services as superintendents, district leaders, and building administrators requested.

DEMONSTRATE PROFESSIONAL BEHAVIOR IN THE WORK SETTING

• Candidates will abide by their professional code of ethics.
• Comply with Board, building, and Title IX policies.
• Model evidence-based culturally responsive approaches.
• Keep appropriate information confidential regarding students, families, and staff in accordance with FERPA and HIPAA.
• Respond to administrative requests in a timely manner.
• Engage in relevant continuing education to maintain an active clinical license.

• Duties included working directly with elementary children before and after school; providing a safe and encouraging environment for each student; supervising students; managing organized student activities.

• Duties include working with children to complete school assignments in an effective and productive manner; providing an encouraging environment for students to learn and thrive outside of the classroom.

• Duties included working directly with preschool age children; providing a safe, secure, and stimulating environment for each child; supervising educational and fun age-appropriate activities; monitoring and organizing class group sessions.