Student and Family Resource Specialist

Lancaster, PA, US
Per Leadership Plan / Per Year
Sep 15, 2018

Master's Degree in social work, education or a related field.

Licensure: LSW, LPC, LCSW

Knowledge of and experience working with Lancaster City/County human services, School District of Lancaster academic, behavioral, and non-cognitive supports; as well as other regional and national best practice evidence based interventions.

Knowledge of clinical and educational assessment and ability to advocate for needed support services based on assessment.

Strong background working with diverse families.

Demonstrated ability in working in partnership with parents, community behavioral health/treatment agencies, and School Districts as part of a cohesive multidisciplinary team.

Highly effective presentation and communication skills.

Experience facilitating parent and/or educator skill workshops.

Bilingual preferred.

Other qualifications to the above that the Board may find acceptable and appropriate.

REPORTS TO: Lead Intervention Specialist.

SUPERVISES: No direct reports

JOB GOAL: In collaboration with the principal and school leadership team of assigned schools, provide input in intervention program planning and implementation at the school site; train and coach teachers and other staff in the use of selected intervention curricula and assessments as needed; work collaboratively with other intervention specialists, school staff, parents, and community partners to deliver services to students related to all three tiers of the Multi-tiered System of Supports.


Assist with the refined design and implementation of a building specific tiered system of academic, behavioral, and non-cognitive supports that begins with exemplary primary instruction and includes interventions within the classroom as well as interventions that extend beyond classroom interventions.

Collaborate with Tier Team to develop a seamless system for delivering services to students that are regularly monitored and assessed to ensure effectiveness in providing the highest quality of student intervention support.

Provide crisis support as needed across all three levels of the Multi-tiered System of Supports model.

Provide information and/or assist families of targeted students with connecting to community and school-based intervention services as needed or requested.

Facilitate ongoing communication regarding targeted students with vested parties including parents/guardians, treatment facilities, referral agencies, and School District of Lancaster (including, but not limited to Central Records, Building level staff, student services, and/or Special Education Department) as needed.

Conduct home visits as needed to ensure access to relevant supports and services including parental engagement in the support process.

Complete student referrals and enter data information for each student; summarize monthly using relevant student information and tracking systems.

Provide individual and group counseling/therapy.

Develop and coordinate staff & parent information and education components related to academic, behavioral and non-cognitive intervention supports.

Prepare reports on the interventions and student progress as required; assist with compiling and reporting on assessment data.


Able to work in a fluid environment:tolerate high levels of ambiguity

see multiple view points

bring issues and problems to the forefront with a problem-solving orientation

willing to change

able to navigate multiple systems to achieve best outcomes for students based on student need

Maintain a list of school and community resources, interventions and agencies that can be shared with students, staff, parents and partners to assist students with their social, emotional and academic development.

Demonstrate sensitivity to students' needs and establish rapport with students, families, partners and staff.

Provide assistance in specific skill buildings areas as needed.

Work flexible hours; may involve locations at Behavioral Health/Treatment facilities, community organization locations, student homes, and/or other locations off site from SDOL.

TERMS OF EMPLOYMENT: Full year. Salary to be established by the Board.

EVALUATION: Performance is evaluated in accordance with the Compensation and Performance Evaluation Plan for School and District Leaders.


Physical Demands:

Sitting for limited time periods and time.

100% physically active, standing and walking for extended periods of time.

Kneeling, bending, crouching, stooping, and squatting.

Ability to climb stairs.

Sensory Abilities:

Visual acuity to read correspondence and computer screens.

Auditory acuity to be able to use telephones.

Ability to speak clearly and distinctly.


Ability to work as a member of a team.

Must be courteous and able to deal effectively with people.

Must be cooperative, congenial, and service oriented.

Ability to work with limited supervision.

Ability to be flexible.

Mental Demands:

Ability to interpret detailed written and verbal communications.

Ability to perform basic math skills.

Frequently fast-paced and high-pressure situation.


Normal office and student home environment, community based treatment facilities as necessary in accompanying student/family.

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