Bridge for Resilient Youth in Transition Coordinator

Revere High Schools Bridge for Resilient Youth in Transition (BRYT) intervention provides coordinated short-term clinical social-emotional and academic support for students whose learning has been interrupted due to significant mental health treatment hospitalization extended absence or life circumstances. The program supports students who :

• Are managing chronic or acute mental health conditions and need structured re-entry after prolonged absences.

Are returning from virtual learning alternative placements or psychiatric hospitalization programs.

Are transferring to RHS midyear with complex academic social-emotional needs or family-community based needs

Are returning to school following long-term suspensions and require coordinated academic transition support.

BRYT focuses on restoring academic momentum rebuilding routines and reconnecting students to the school community through coordinated transition plans developed in partnership with families social workers teachers and external treatment providers. The BRYT Program Coordinator is responsible for case management academic planning staff communication and coordination with hospitals and external providers and implementation of counseling services. The Program Coordinator serves as the lead transition coordinator for students returning to or entering RHS after an interruption to their schooling ensuring that each student receives a coherent personalized and sustainable re-entry plan.

Reports to Building Principal

Duties include but are not limited to the following. Additions and modifications to these representative duties and responsibilities are under the purview of the Superintendent of Schools and the Building Principal.

Academic Transition Planning & Coordination

Collaborate with teachers counselors and special educators to design manageable competency-aligned academic pathways including reduced course loads modified workloads and gradual return schedules.

Coordinate progress monitoring ensuring students maintain momentum toward credit completion and graduation.

Ensure students have access to classroom materials makeup assignments digital platforms blended learning and competency-based recovery opportunities.

Case Management & Systems Coordination

Manage all re-entry documentation discharge summaries academic recommendations and transition protocols.

Facilitate re-entry meetings with students caregivers social workers and educators to align expectations and next steps.

Coordinate with the students assigned social worker to deliver clinical / counseling services to ensure academic plans align with the students emotional needs and treatment recommendations.

School Collaboration & Staff Communication

Support teachers in implementing flexible trauma-informed academic practices aligned to RHSs competency-based model.

Provide educators with timely updates on students re-entry statuses while maintaining appropriate confidentiality.

Collaborate with special education case managers to ensure academic re-entry plans align with IEP goals and service delivery.

Family Engagement & Partnership

Provide clear guidance to families on expectations transition timelines and available supports.

Organize structured check-ins with families to address emerging barriers and celebrate progress.

Coordinate with social workers to connect families with mental health housing or community resources when needed.

Monitoring Data and Continuous Improvement

Track students after they exit BRYT ensuring continued connection to appropriate supports.

Use data to identify trends inform program improvements and contribute to schoolwide MTSS planning.

Integration Within RHSs Multi-Tiered System of Supports

Ensure smooth hand-offs between BRYT and long-term supports such as counseling small-group interventions or academic coaching.

Contribute to schoolwide systems that improve early identification academic reintegration and transition planning for high-need students.

Serve as a member of the RHS Social Worker Team (0.25 FTE) providing as needed counseling support and service a caseload of Special Education Students counseling goals.

SCHEDULE & COLLECTIVE BARGAINING UNIT

Schedule salary and benefits will be determined by the Collective Bargaining Agreement between the Revere School Committee and the Revere Teachers Association.

QUALIFICATIONS :

Masters Degree preferred

Formal training and experience working with adolescents and families struggling with complex challenges including mental health challenges causing extended absences from school

Excellent case management skills

Demonstrated skill and experience providing setting clinical goals and providing direct clinical supports to adolescents in the school setting including collaborating with collateral / community-based mental health providers

Demonstrated skill and experience working with parents / guardians from an assets / strengths-based perspective

Demonstrated effectiveness with development and continuous improvement of student support programming within a school environment

Demonstrated effectiveness providing functional supervision to other professionals

Multilingual candidates preferred. English Spanish Portuguese and Arabic are the primary languages spoken at Revere High School.

Outstanding interpersonal skills cultural sensitivity and respect for others with the ability to establish rapport with and relate to students caregivers and coworkers with respect compassion tact and understanding

Strong commitment to equity inclusion and diversity

Such additional qualifications as the Revere Public Schools may find appropriate and acceptable

Please attach ELAR information to SchoolSpring application

Required Experience :

IC

Key Skills

Program Management,Classroom Management,Mediation Experience,Conflict Management,Case Management,Computer Literacy,Alternative dispute resolution,Grant Writing,Experience with Children,Public Speaking,Volunteer Management,Addiction Counseling

Employment Type : Full-Time

Experience : years

Vacancy : 1