Student Advocacy Specialist

Job Qualifications

Department or

Location:

Student Services Department

Position Type Certified/Classified GRANT FUNDED

Job Title Student Advocacy Specialist

FLSA Status Exempt

Reports To Coordinator of Support Services

Days Worked 190 Days (10 months)

Education: Bachelor’s degree from an accredited college or university in counseling, social work, psychology, or related behavioral health field, or comparable experience in these fields of expertise with Georgia Professional Standards Commission (GaPSC) certification. Coursework or experience in data analysis, statistics, or data-driven decision-making.

Certification or Licensure: Georgia Professional Standards Commission (GaPSC) certification is required only for applicants who do not possess a qualifying bachelor’s degree.

Skills: Exceptional communication and interpersonal skills, including the ability to work effectively with students, families, educators, community organizations, insurance care coordinators, behavioral health providers, and state agencies. Ability to collect and analyze data to drive data- decision-making. High degree of cultural awareness and competency in cross-cultural practice with children and families

Work Experience: Experience with or awareness of Multi-Tiered Systems of Support (MTSS).

The Student Advocacy Specialist (SAS) coordinates behavioral and mental health interventions for students. Under the supervision of the Coordinator of Support Services, the SAS supports the implementation of comprehensive mental health programming and services within Richmond County Schools. The SAS facilitates the identification of students with, or at risk for, mental health concerns and coordinates appropriate interventions and supports. Additionally, the SAS coordinates, documents, evaluates, and reports outcomes of Tier 1 and Tier 2 behavioral health training programs and materials for the local school system and attends information and training meetings related to school safety and student behavioral health.

• Coordinates a comprehensive system for early identification of students with, or at risk for, behavioral and mental health concerns by analyzing attendance, discipline, academic data, referrals, and screening tools, and by supporting the district’s behavioral threat assessment process.
• Facilitates timely referrals and access to a continuum of supports, including school-based interventions, telehealth services, community behavioral health providers, Community Service Boards (CSBs), private practitioners, community-based programs, and the Local Interagency Planning Team (LIPT).
• Works collaboratively with school staff, including counselors, social workers, nurses, psychologists, administrators, and safety personnel, to develop and implement coordinated student support and case management plans.
• Ensures systems are in place to track referrals, monitor follow up, reduce duplication of services, and confirm that students receive appropriate levels of care.
• Coordinates transition and reintegration support plans for students returning from restrictive settings, including alternative placements, psychiatric or medical facilities, and youth detention centers.
• Collects, analyzes, and reports data on referrals, services delivered, and student outcomes to evaluate effectiveness of interventions and provide required reports to district leadership and state partners.
• Develops and maintains partnerships with community agencies and service providers to improve coordination of care, reduce barriers to services, and engage families as active partners in the intervention process.
• Maintains a current and accessible referral resource of community partners, services, and points of contact for use by school personnel.
• Coordinates, documents, evaluates, and reports outcomes of Tier 1 (universal) behavioral health prevention initiatives that promote mental health, wellness, and a positive school climate.
• Supports Tier 2 (targeted) behavioral health interventions by working with schools and community partners to ensure early intervention and access to appropriate services for students with emerging…