Assistant Superintendent of Student and Family Supports

Assistant Superintendent of Student and Family Supports Job ID: 1508 Location District Wide Contract To be determined Salary Assistant Superintendent pay scale / Board-approved salary schedule Job Goal Build and lead an integrated system of academic, behavioral, health, mental‑health, family, and postsecondary supports so that barriers are identified early, services are coordinated, schools are held to high expectations, and every student is known, supported, safe, and prepared for life after graduation. Key Outcomes A districtwide MTSS framework with clear tiers, decision rules, intervention menus, data cycles, ownership, and progress monitoring for students and families. Stronger principal performance and school culture through aligned evaluation, coaching, accountability, and differentiated support. Reliable identification, case coordination, compliance, and service delivery for students experiencing homelessness, foster care, adjudication, health, mental‑health, attendance, or other barriers. Expanded high‑quality afterschool, summer, athletics, adult education, postsecondary, and career‑connected opportunities with equitable access and measurable outcomes. Coherent partnerships and family‑service systems that reduce duplication, close gaps, protect confidentiality, and connect resources to district priorities. Qualifications Master's degree in education leadership, counseling, social work, psychology, student services, public administration, or a related field. Valid Kentucky administrative certification appropriate to the assignment, or eligibility to obtain prior to employment. At least five years of successful leadership experience in schools or district student‑support systems; supervision of principals or senior leaders preferred. Demonstrated knowledge of MTSS, attendance, student discipline, school counseling, Section 504, Title IX, health/mental‑health services, vulnerable student populations, family services, and postsecondary readiness. Experience building cross‑agency partnerships, using data for intervention, managing compliance, and leading equitable systems change in an urban context strongly preferred. Such alternatives to the above qualifications as the Superintendent and Board may find appropriate and acceptable. Integrated Multi‑Tiered Student and Family Supports Design, implement, and continuously improve a districtwide MTSS framework integrating academic, attendance, behavior, social‑emotional, health, mental‑health, and family supports. Establish universal screening, early‑warning indicators, tiered interventions, case coordination, progress monitoring, referral pathways, and exit criteria. Create data routines that identify disproportionality, service gaps, chronic absence, discipline patterns, and students requiring intensified support. Clarify the roles of schools, central office, families, and community partners; ensure interventions supplement rather than replace strong core instruction and schoolwide culture. Principal Evaluation, Coaching, and School Support Lead or coordinate principal evaluation and support systems aligned to Kentucky requirements, Board policy, district priorities, and evidence of student and organizational outcomes. Conduct school visits, coaching cycles, and performance reviews with feedback that is timely, specific, evidence‑based, and connected to clear next steps. Partner with Academic leadership to align instructional improvement and student‑support strategies, avoiding fragmented directives to schools. Support principal succession, onboarding, leadership development, crisis decision‑making, and accountability for safe, inclusive, high‑performing school cultures. Attendance, DPP, Student Services, and Vulnerable Populations Provide executive oversight of Director of Pupil Personnel functions, attendance systems, enrollment/withdrawal, residency, truancy prevention, and court/agency coordination. Ensure compliant and compassionate services for students experiencing homelessness under McKinney‑Vento, students in foster care, adjudicated youth, and other populations requiring protections or interagency coordination. Establish identification, immediate enrollment, transportation coordination, records transfer, dispute resolution, and case‑management procedures as applicable. Use data and family outreach to reduce chronic absence and exclusionary discipline and to strengthen re‑engagement. Student Section 504, Title IX, and Equity Compliance Serve as or supervise the district Section 504 coordinator, maintaining procedures for referral, evaluation, eligibility, plans, safeguards, disputes, training, and records. Serve as or supervise the district Title IX coordinator, ensuring required notice, training, reporting pathways, supportive measures, grievance procedures, and prevention efforts are current and implemented. Coordinate with Human Resources on matters involving employees and with legal counsel on complex complaints, investigations, hearings, or corrective actions. Monitor access, discipline, participation, and service data for inequities and lead corrective action. Health, Mental Health, Counseling, and Crisis Response Oversee school health services, nursing, medication and chronic‑condition procedures, health records, screenings, and partnerships with public‑health and medical providers. Lead the mental‑health component of district crisis prevention, response, recovery, suicide/self‑harm protocols, postvention, and student/family clinical referral pathways. Provide leadership for school counselors and other student‑support professionals, including role clarity, professional learning, caseload analysis, and supervision structures. Partner with the Chief of Operations so emergency operations and mental‑health response are fully coordinated. Out‑of‑School Time, Athletics, and Adult Education Develop and oversee coherent afterschool, summer, tutoring, enrichment, mentoring, credit recovery, and other out‑of‑school‑time programs aligned to identified needs and measurable outcomes. Provide executive oversight of athletics, including student eligibility, safety, equitable access, coaching expectations, conduct, and Title IX alignment. Lead or oversee adult education strategy and partnerships supporting adult learners, family economic mobility, diploma/equivalency attainment, and workforce pathways. Evaluate program quality, participation, outcomes, cost, sustainability, and equitable access. Postsecondary Readiness and Career‑Connected Learning Lead a PreK‑12 postsecondary readiness strategy encompassing advising, individual learning plans, dual credit, work‑based learning, career and technical pathways, college access, and employer partnerships. Ensure students and families receive timely, developmentally appropriate information and individualized support beginning well before high school. Use participation, completion, credential, placement, and persistence data to evaluate access and outcomes and to improve programming. Partner with Academic leadership, employers, higher education, workforce agencies, and community organizations to align pathways with student interests and regional opportunity. School/District Culture, Family Services, and Community Partnerships Lead district strategy for inclusive, affirming, safe, and academically focused school cultures, including belonging, student voice, and restorative and relationship‑centered practices. Coordinate direct family services, navigation, referrals, case management, and community‑school partnerships, distinct from district communications and campaign functions. Establish a partnership review and management process defining need, outcomes, data access, confidentiality, cost, ownership, and exit criteria. Maintain memoranda of understanding, referral directories, partnership inventories, and performance reviews. Leadership, Compliance, and Continuous Improvement Lead and develop a multidisciplinary team; establish clear decision rights, service standards, compliance calendars, documentation, and succession plans. Prepare Board and Cabinet reports, policy/procedure recommendations, and rapid‑response plans for emerging student and family needs. Provide executive‑level oversight of IDEA Part B and other student‑support‑related funding and budgets, in coordination with the Director of Exceptional Learners and the district's Finance Coordinator, ensuring compliant and strategic use of funds aligned with district priorities. Maintain professional knowledge of applicable federal and Kentucky laws, regulations, ethical standards, and Board policies; immediately elevate significant compliance or safety risks. Whole‑child systems leadership Principal coaching and accountability Student‑centered compliance judgment Cross‑agency collaboration and data‑driven intervention design Crisis and case‑management leadership Equity and cultural responsiveness Model CIPS values and maintain a relentless focus on student success, equity, safety, service, and organizational trust. Serve as an active member of Cabinet; bring forward risks, decisions, tradeoffs, and recommendations early enough for effective action. Translate strategy into clear goals, milestones, owners, measures, budgets, and communication plans; monitor implementation and adjust when results fall short. Develop people through clear expectations, regular feedback, coaching, accountability, and succession planning. Maintain accurate records, calendars, procedures, and continuity documentation so essential work does not depend on one individual. Protect confidential information and comply with applicable laws, regulations, ethical requirements, and Board policies. Build respectful relationships with students, families, employees, labor partners, community organizations, public agencies, and the Board while preserving appropriate roles and decision rights. Participate in evening, weekend, emergency, and community responsibilities as the role requires. Physical Demands and Work Environment The position requires the ability to communicate effectively, use standard office and technology equipment, travel among district sites, attend meetings and events outside regular business hours, and respond during emergencies. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform essential functions. Specific demands may be finalized through the district's classification and legal review process. Evaluation Performance will be evaluated by the Superintendent in accordance with Board policy, applicable law, the approved job description, annual goals, leadership competencies, and evidence of progress toward the key outcomes of the position. Covington Independent Public Schools is an equal opportunity employer. #J-18808-Ljbffr Covington Independent Public Schools