FTE Student Success Clinician - Ensworth Elemetary School - Temporary

Location

Bend, Oregon 97703

Bend‑La Pine Schools is committed to the principle of equity. Equity supersedes the notion of equality, where all are treated the same. Pursuing equity requires the removal of barriers and the promotion of inclusive practices so that all students fully benefit. The principle of equity will inform all BLS policies, regulations, programs, operations, practices, and resource allocations.

We encourage applicants from all backgrounds to apply, even if you do not believe you meet every qualification. Human Resources will discuss your application with you if you have questions.

Student Success Clinician

Student Services

Site Administrator

The Student Success Clinician provides school‑based clinical, social‑emotional, behavioral, and mental health support for students whose needs interfere with successful participation in the general education setting. The position leads and supports implementation of individualized and tiered intervention plans, provides direct student services, coordinates with families and community providers, and supports student reintegration into classroom and school environments.

• Lead and support the implementation of school‑based Tier 2 and Tier 3 student success interventions in collaboration with site administrators, counselors, teachers, learning specialists, educational assistants, district leaders, and community partners.
• Provide direct individual and small‑group clinical, social‑emotional, and behavioral intervention to students whose needs interfere with successful participation in the general education setting.
• Develop, implement, monitor, and revise individualized student success plans that integrate clinical, classroom, family, and community‑based supports.
• Facilitate student entry into, participation in, and transition out of intensive intervention programming, including support for successful reintegration into classroom and school environments.
• Collaborate with classroom teachers and other staff to identify, model, and implement strategies that support student regulation, engagement, learning, and belonging.
• Provide consultation, coaching, and professional learning to staff on trauma‑informed, restorative, culturally responsive, and evidence‑based practices that support students with complex social, emotional, behavioral, or mental health needs.
• Serve as a member or lead participant on building‑level student support teams, including MTSS, Culture of Care, SEL, or other multidisciplinary teams as assigned.
• Coordinate with families and caregivers through consistent two‑way communication, problem‑solving, progress monitoring, and home visits when appropriate.
• Coordinate with community‑based mental health providers, social service agencies, and other collateral support organizations to align services and support student success.
• Identify gaps in services or supports and assist families with referrals, access, and follow‑through with appropriate school‑based or community‑based resources.
• Provide functional supervision, coaching, scheduling support, and instructional guidance to educational assistants assigned to student support programming.
• Maintain a safe, structured, supportive, and developmentally appropriate intervention environment that promotes student learning, regulation, and success.
• Collect, monitor, document, and enter required student intervention data in accordance with district procedures, confidentiality requirements, and applicable laws.
• Maintain timely, accurate documentation of all services provided to students in accordance with professional licensure standards, Medicaid billing requirements, district policies, and state regulations. This includes documenting all student sessions, developing and maintaining plans of care, and ensuring documentation supports reimbursement for school‑based services.
• Participate in staff meetings, professional development, school committees, and district training activities related to student support, intervention systems, and continuous improvement.
• Perform related duties as assigned.

• Trauma‑informed,…