Lisa Duran

Provide clinical services while partnering with schools and districts to strengthen MTSS-aligned mental health and SEL implementation.

• Partner with school and district leaders to assess current Tier 1–3 systems and practices, identify gaps, and prioritize action steps for strengthening MTSS implementation.
• Design and facilitate professional learning sessions for educators, counselors, and administrators focused on SEL integration, student well-being, and effective Tier 2–3 supports.
• Support teams in developing implementation plans that clarify roles, timelines, progress indicators, and cycles of continuous improvement.
• Provide coaching and consultation to implementation teams on fidelity, data use, and alignment between school-based supports and community mental health resources.
• Offer individual and group services for students and families (CBT, SFBT, DBT-informed, trauma-responsive care) to model skills-based, brief intervention approaches that complement MTSS.
• Coach caregivers and educators on executive functioning and self-regulation strategies, reinforcing Tier 1 and Tier 2 supports.
• Maintain strong relationships with partner schools and districts through consistent communication, responsiveness, and co-created solutions.

Child and adolescent therapist within a community-based mental health organization frequently collaborating with schools and districts.

• Provided individual and family therapy to children and adolescents referred by schools as part of Tier 2–3 supports.
• Coordinated with school teams to align treatment goals with student support plans, behavior supports, and accommodation frameworks.
• Consulted with school counselors and administrators on complex student cases and strategies for integrating community mental health into school-based MTSS.
• Participated in crisis response and risk assessment, collaborating with schools and families to develop safety plans and ensure continuity of care.
• Modeled data-informed and goal-focused treatment planning that mirrored MTSS practices—shorter cycles, clear aims, and progress review.

• Served as a key member of the MTSS and student support teams, analyzing academic, behavioral, and SEL data to identify students needing Tier 2–3 supports.
• Conducted universal and targeted screenings, classroom observations, and structured interviews to inform student intervention plans.
• Designed and delivered small-group and individual interventions focused on anxiety management, social skills, emotional regulation, and executive functioning.
• Co-developed Tier 2 intervention menus with school leaders, clarifying referral pathways, progress monitoring tools, and exit criteria.
• Provided case consultation and coaching for teachers around classroom strategies, trauma-informed practices, and de-escalation.
• Engaged families through regular communication, coordinated planning, and culturally responsive support.

• Supported implementation of schoolwide and Tier 2 SEL and behavior supports, ensuring alignment with MTSS frameworks.
• Collaborated with leadership to refine mental health referral and triage processes, clarifying pathways between Tier 1 classroom supports, school-based intervention, and external care.
• Delivered evidence-based, brief counseling for students with trauma histories, behavior concerns, and academic stressors.
• Facilitated skill-building groups focused on coping strategies, peer relationships, and resilience.
• Helped develop and enhance protocols for crisis response and re-entry planning, designing processes that aligned with MTSS and student success plans.

• Provided mental health support to students during remote learning, prioritizing engagement, attendance, and emotional well-being as part of schoolwide response efforts.
• Partnered with administrators to update mental health protocols, aligning supports with evolving student needs and staff capacity.
• Designed and facilitated remote groups for students focused on stress management, social connection, and coping skills.
• Supported the development of early-identification systems for struggling students, integrating teacher observations, grades, and attendance data.

Across my teaching roles below, I accomplished the following:

• Implemented differentiated instruction and classroom SEL routines, laying groundwork for what would later become formal Tier 1 practices.
• Designed lesson plans integrating social-emotional and character skills with academic content.
• Built close partnerships with families and collaborated with colleagues to support students across academic, behavioral, and emotional domains.
• Developed a deep appreciation for educator realities, which now informs my empathy and credibility when coaching and training teachers and leaders.