Social Worker Intern - UTRGV Grant-Funded (26-27)

Social Worker Intern Grant Position for UTRGV Project MHS-DGP

• A
• Mental
• Health
• Initiative
• Role
• Mission: Social Worker Interns work directly with our campus full time Social Workers and work with at-risk scholars to ensure that they graduate from IDEA and go to and through college by providing them individualized emotional, behavioral, and mental health support. Social Worker Interns co-manage caseloads of at-risk scholars, in collaboration with the campus Social Worker, and provide individual and group interventions to support them independently master coping skills to address and overcome mental, behavioral, and academic challenges. Social Worker Interns also support students and families with the removal of barriers to persistence, attendance, and academic success through connections to community resources. Fall 26-27 Opening Monday –
• Wednesday 8:30 am – 4:30 pm to fulfil the required intern hours in 1 UTRGV semester, as set by UTRGV
• Social
• Work
• Program in collaboration with the
• UTRGV
• Project
• MHS-DGP: A Mental Health Initiative Grant This is a UTRGV MHS-DGP grant funded position and funding may be extended. A grant-funded position has no guarantee of ongoing and indefinite employment. All duties and responsibilities tied to this position are allowable and allocable to the grant.

Location

• Rio
• Grande
• Valley
• Region: This is a part-time on-site position located in Rio Grande Valley. Preference will be given to candidates who live in the Rio Grande Valley, or who are willing to relocate.
• Travel
• Expectations: Travel is expected. As part of this role, the Social Worker Intern will serve campuses across the Rio Grande Valley and must maintain a valid drivers license and vehicle insurance. This role qualifies for mileage reimbursement. 20%-30% of travel shall be expected What You’ll Do – Accountabilities 90% Persistence for scholars in caseload Partners with lead team members and teachers to identify at-risk students and create caseload Schedules individualized and group recurring sessions to address mental health needs. Establishes individualized counseling goals for scholars. Uses knowledge and understanding of the reciprocal influences of home, school, and community to intervene for scholar success via such practices as assessment, crisis intervention, home visits, conflict resolution, individual and group counseling, consultation, program development, dropout prevention and coordination of school and community services. Co-Design and/or lead professional development on crisis, trauma, positive behavioral prevention and intervention techniques and social-emotional skill development for applicable audiences. Co-Plan individual school and/or system-wide programs to promote a positive and caring school climate. Lead, or coordinate with community partnerships to present parent information sessions on crisis, trauma, parental support, behavioral support, or mental health support for families. Co-Design, coordinate, and or lead monthly parent training, workshops, or information sessions related to social-emotional, behavior, or community resource support. Co-Leads staff professional development related to self-care, trauma-informed practices, relevant developmental needs of students, and other SEL-related topics in coordination with other student support team members. Earns an “A” on Social Work report card Collaborates with key stakeholders on campus to support implementation of mental health, social emotional learning, and counseling supports. Meets direct service requirements for both individuals and groups. Creates Quarterly Reports to demonstrate impact Campus meets student participation in both beginning and end of year Social Emotional Learning Survey Creates analysis report and presentation of bi-annual SEL Survey Data 90% compliance: Documents 4 direct service hours a day in Apricot 360 Documents all interventions and crises/critical incidents in district-wide documentation system. Collaborates with community agencies to coordinate services within the school system. Utilize Panorama Survey data twice a year to assess campus climate and culture. Member of crisis response team on the campus to provide and ensure student or family social/emotional needs are being met. Connects student and families to community resources to get the support needed. Is the liaison between community support person and campus to share information to wrap services around the student. 90% of assigned teachers use Move This World (MTW) Curriculum with fidelity (as defined by students interact with video program 3 days a week) Co-Lead teacher and campus training on Move This World curriculum and implementation expectations with School Counselor/Student Success Advisor. Identify and utilize best practice strategies to invest and create a culture of excitement around the integration of an SEL curriculum in the daily schedule. Conduct regularly rotating observations of Move This World blocks using observation rubric. Provide teachers feedback on observation rubric at least 1x/month. Track curriculum progress and send campus weekly PTG MTW update with glows and grows. Conduct BOY and EOY assessment on SEL competencies, school climate, safety, and sense of belonging. Review data and create action steps to address campus needs. What You Bring – Competencies