Under the direction of the Court and Community School (CCS) Principal, the CCS Counselor will work with school staff and students to plan, coordinate, promote and implement an alcohol and other drug prevention and intervention program utilizing research-based substance use disorder (SUD) education curriculum. The CCS Counselor is responsible for facilitating a wide range of instruction, intervention and education for students, families and staff at Court and Community Schools related to substance use, as well as prevention and intervention, for students’ overall mental health and well-being. This specialist will coordinate and work closely with other support providers, staff, students and families to improve outcomes for students.
The CCS Counselor must be able to support students’ mental and physical health, addiction and/or problematic behavior in order to assist in the determination of their readiness for classroom or independent study participation, return to their district or possibly engage in treatment. They will develop, recommend and review intervention goals and plans with school staff, students and their families. The CCS Counselor will assist students in developing skills and behaviors necessary to recover from their SUD and/or modify their behavior to be successful in their education.
Supervision Received and Exercised
The CCS Counselor will work under the direction of the CCS Principal. This position will be responsible for organizing and supervising outside agencies that may be utilized to provide specific, specialized instruction and support regarding drug and alcohol education, supervision of mental health support staff, wellness coaches, fieldwork students or interns, who may also be incorporated into duties as needed.
Examples of Duties and Responsibilities
Duties and responsibilities may include, but are not limited to, the following:
- Provides whole class and small group presentations, as well as one-on-one sessions, using adopted SUD curriculums and materials;
- Teaches weekly classes based on current SUD curricula to junior high and high school students;
- Develops new training materials and/or modifies existing programs and materials to meet changing local needs;
- Researches and reviews local community resources and refers students to appropriate agencies when necessary;
- Consults and advises Court and Community School staff on the development and implementation of grant supported activities;
- Develops and conducts in-service trainings in all SUD program components for teachers, administrators and parents relating to alcohol and drug prevention and intervention activities;
- Provides ongoing technical assistance with respect to drug and alcohol prevention and intervention;
- Maintains confidential records, statistics and weekly documentation of time spent with all youth program participants;
- Administers California Healthy Kids Survey;
- Assumes a leadership role with other SUD staff to provide direction for implementation of program activities;
- Screens, assesses and/or refers students for treatment or services as needed;
- Assists in the development of new grant proposals and manages fiscal information for budget development in concert with the Court and Community School personnel;
- Assists in the management of SUD grants;
- Coordinates, facilitates or otherwise assists in any SUD grant management requirements, including preparation and submission of grant application proposals and any periodic reporting requirements and narratives related to the SUD program;
- Works with students to identify behaviors or situations that interfere with their education and possible SUD recovery;
- Documents and maintains records of students’ progress;
- Teaches students’ family members about addiction or behavior disorders and helps them develop strategies to support students in recovery;
- Refers students to other resources and services, such as more extensive interventions, job placement services and support groups;
- Provides related professional development training to CCS staff;
- Develops, promotes and delivers parent education and training;
- Facilitates individual and group-oriented direct services to students;
- Coordinates the work of subordinate SUD staff as assigned;
- Works closely with teachers, parents and school administrators to develop plans and strategies to improve students’ academic performance and social development;
- Supports students with problems such as behavior and conflict resolution;
- Meets with families to discuss issues such as access to community resources or attendance support;
- Participates in Medi-Cal and/or related billing activities.
Management reserves the right to add, modify, change or rescind the work assignments of different positions and to make reasonable accommodations so that qualified employees can perform the essential functions of the job.
- General principles of substance use disorder intervention and prevention and the application to the wellbeing of school age children;
- Curriculum design, planning, development, implementation and evaluation;
- Appropriate SUD education curricula and instructional materials;
- Local resources in relation to SUD education and support;
- Typical computer word processing and presentation software;
- Data management and recordkeeping processes related to services provided;
- Grant writing and management;
- Working knowledge of social theories and practices;
- Effective program coordination techniques.
- Motivate, challenge and guide students in developing their educational and personal goals;
- Communicate with students, parents, community representatives, district personnel and other community partners, both individually and as a group;
- Compose and comprehend written communications;
- Adapt communication style to multiple cultural environments;
- Make formal, public presentations;
- Utilize computer technologies including, but not limited to, electronic school information systems, email, word processing, spreadsheets, Power Point and educational applications;
- Working directly with varied racial, ethnic, linguistic, disability and socioeconomic groups while maintaining a kind and professional demeanor free of discrimination;
- Show appropriate poise, tact and sound judgment while coping with a high volume of work and multiple tasks;
- Be flexible and adaptable to changing environments and schedules;
- Adhere to the expectations of the Humboldt County Office of Education (HCOE) regarding equity.
Education and Experience
- Bachelors Degree from an accredited college or university;
- Two years of teaching and/or counseling experience working with diverse populations of youth and families;
- Possess a valid California Pupil Personnel Services Credential in Social Work, Counseling or School Psychology;
Possess a valid Pupil Personnel Services Credential in Social Work, Counseling or School Psychology from a state other than California, with preparation that is acceptable in order to receive a California credential, and be willing to take and pass the California Basic Education Skills Test (CBEST) within one year;
- Current certification as an Alcohol and Other Drugs (AOD) Counselor from the State of California approved certifying organization. AOD/Substance Use Disorder Certification from the California Association for Alcohol/Drug Educators (CAADE) such as: CCAPP Certified Alcohol Drug Counselor II or III, Licensed Advanced Alcohol Drug Counselor or Licensed Advanced Alcohol Drug Counselor
Possession of registration to obtain certification as an AOD Counselor by the State of California approved certifying organization, and the completion of the certification as an AOD Counselor within three (3) years from the date of registration.
Possession of a valid California license as a Physician, Psychologist, Clinical Social Worker, Marriage and Family Therapist, or registration as an intern with the California Board of Psychology or the California Board of Behavioral Sciences.
- 1 year of experience providing substance use disorder intervention and prevention and the application to the wellbeing of school age children.
- Bilingual (Spanish speaking and writing);
- 3 years of experience working with youth and their families in an alternative school setting.
This position will primarily be assigned to an office setting at the Educational Resource Center in Eureka, CA. The employee will be expected to work closely with other county office and district personnel. The employee will work with students, families, professionals, outside agencies and private partners, in person, via email and on the telephone. There will also be regular travel to other school sites within Humboldt County where students, school staff and families are present.
While performing the duties of the job, employees may be required to walk, stand or conduct work in outdoor educational environments where there may be loud students or staff, varied temperatures, public interaction or upset staff or students. The employee may need to frequently perform repetitive hand/finger movements for activities such as, but not limited to, using a keyboard. The employee is occasionally required to climb stairs, bend, reach with hands/arms, lift, stoop, kneel and crouch. The employee will regularly be required to drive long distances to remote areas of the county and may be required to lift and move equipment up to 25 lbs.
- Must be fingerprinted and a satisfactory Department of Justice records check must be received by HCOE prior to employment.
- TB testing and/or risk assessment will be required upon employment.
- Must pass a pre-employment physical (if applicable).
- May be required to obtain first aid and CPR certificates within the first 6 to 12 months of employment.
- May be required to drive with or without students; some positions may require a California driver’s license, proof of insurance and possible participation in the DMV PUll Notice Program once employed.
HCOE Equity Statement
HCOE is committed to equity, diversity, inclusion and belonging. We believe that the circumstances children are born into should not predict their access to the resources and rigor necessary for success. We strive to create a work environment and schools that cultivate a sense of belonging; grounded in safety, dignity and respect. We are committed to building a culture of connectedness, allowing us to grow and learn better together.
We see and celebrate the range of human differences as a source of strength. We welcome the unique contributions that each person brings. We recognize that inequitable systemic barriers exist, and that our work, individually and collectively, is to eliminate these opportunity gaps that result in disparate educational outcomes for our most vulnerable students. We accept that our equity work is a journey and not a destination.
Certificated Management Mental Health, Class 1