Unified Student Supports Social Services Coordinator 26/27 SY

WELCOME TO INDIANAPOLIS PUBLIC SCHOOLS!

At IPS, we believe in the transformative power of education. We work collectively every day to prepare our students for success in the classroom and in life by providing equitable, high-quality educational experiences across our family of schools. IPS is a place to make an impact, grow your career, and ensure every student has access to a high quality education, all while earning a good living in a district on the move. While the work is challenging, it is deeply meaningful and impactful. We seek innovators and trailblazers who bring varying experiences and expertise and share our belief that every child deserves access to an exceptional education. As part of TeamIPS, you’ll create lasting connections, find a sense of belonging, and feel supported to make a meaningful difference in students’ lives. In return, no matter your role here, we expect a commitment to excellence and accountability. You’ll be held to high standards. Resilience and passion are key—you must be adaptable, handling adversity with flexibility while putting students at the heart of everything you do. Ethical conduct, clear communication, and mutual respect are fundamental. Being a dependable, collaborative team player who builds meaningful relationships is essential. Together, we are Proving What’s Possible by building a community where everyone belongs and each student has the opportunity to fulfill their potential. A Career in IPS Offers… Purpose and Impact: Essential Contributions: In every non-teaching and non-leadership role, your work directly supports the success of IPS students and schools. Whether you’re maintaining facilities, providing student services, or managing administrative operations, you play a key part in ensuring an equitable and high-quality educational environment. Belonging and Community: IPS is a place where every employee is valued. You’ll join a supportive community that promotes respect, teamwork, and a shared commitment to serving students and families. Professional and Personal Growth: Training and Development Opportunities: IPS offers a variety of training programs to help staff build new skills and grow professionally. This includes access to development opportunities for administrative, technical, and operational roles, as well as pathways to becoming a certified teacher. Skill Enhancement: Whether you’re new to your role or seeking to deepen your expertise, IPS provides resources and support for continuous improvement. Comprehensive Compensation and Benefits: Fair Compensation: IPS ensures competitive wages and regularly reviews pay structures to maintain equity. Extensive Benefits Package: Employees enjoy comprehensive health coverage, dental and vision plans, life insurance, disability insurance, and retirement plans. Additional financial benefits include flexible spending accounts and eligibility for federal loan forgiveness programs. Work-Life Balance and Well-being: Generous Leave Policies: IPS offers vacation, personal, and sick leave, along with paid holidays. Twelve-month employees benefit from floating holidays, and unused personal leave rolls into the sick leave balance. Wellness Programs: IPS prioritizes staff well‑being with access to wellness initiatives, including health screenings and an employee assistance program for confidential support and counseling. What We Expect: Professionalism and Reliability: Every role at IPS is vital to the district’s success. We expect staff to demonstrate professionalism, dependability, and a commitment to providing excellent service to students, educators, and families. Collaboration and Communication: IPS values teamwork. Working collaboratively with your colleagues ensures a supportive environment for all. Clear communication and mutual respect are key to maintaining this culture. Flexibility and Problem‑Solving: As a large, dynamic district, IPS needs staff who are adaptable and proactive in solving problems to meet the ever‑changing needs of students and schools.

JOIN US!

Indianapolis Public Schools is more than a workplace; it’s a community where purpose, impact, and belonging come together to help Prove What’s Possible – in your career and in your school. If you’re ready to embrace challenges, strive for excellence, and make a meaningful impact, IPS is the place for you.

SUMMARY OF OPPORTUNITY:

We are looking for an administrator who will positively impact student success by planning, implementing, evaluating, and supervising districtwide student support systems that remove barriers to learning and improve student outcomes. The "Unified Student Supports Social Services Coordinator" leads the implementation, coordination, monitoring, and continuous improvement of districtwide attendance systems, Section 504 compliance processes, mental health services, school social work programs, and related student support initiatives. Working under the direction of the Director of Equitable School Supports, the Coordinator ensures effective execution of district priorities, compliance requirements, and service delivery systems that remove barriers to learning and promote student success. This role serves as the district's Attendance Officer and Section 504 Coordinator and provides leadership for mental health strategy, social work systems, prevention programming, and community partnerships. The Coordinator collaborates closely with school leaders, district departments, and external partners to ensure students have equitable access to the supports necessary to succeed academically, socially, emotionally, and behaviorally. This is a 12‑month position supervised by the Director of Equitable School Supports.

WHAT YOU’LL DO:

Core Duties and Responsibilities Attendance Leadership & Student Engagement Serve as the district Attendance Officer and coordinate attendance monitoring, intervention, and reporting systems designed to improve student engagement and reduce chronic absenteeism. Analyze attendance data and prepare regular reports highlighting trends, areas of concern, successful interventions, and recommendations for school-level action. Collaborate with school leaders to implement evidence‑based attendance interventions and tiered attendance supports. Monitor attendance initiatives and family engagement efforts to identify successful practices and opportunities for replication. Section 504 Coordination & Compliance Serve as the district Section 504 Coordinator. Ensure district compliance with Section 504 requirements and related federal and state regulations. Coordinate districtwide Section 504 implementation and monitor compliance with established district procedures and federal requirements. Conduct audits of 504 processes and documentation, and provide technical assistance and corrective action support to schools as needed. Design and facilitate training for administrators, teachers, and support staff regarding Section 504 requirements and best practices. Mental Health Systems & Social Services Leadership Coordinate and support district prevention and awareness initiatives related to mental health, suicide prevention, bullying prevention, child abuse reporting, and student wellness. Develop and maintain systems that support student belonging, well‑being, positive school climate, and trauma‑responsive practices. Coordinate district mental health partnerships and oversee provider placement, service coordination, and gap analysis. Facilitate collaboration among school social workers, community agencies, and school‑based mental health providers. Monitor mental health referral trends and partner with school leaders to improve access and utilization of services. School Social Work & Crisis Response Coordinate and support district social work services and related systems. Collaborate with the District Crisis Team to ensure effective crisis prevention, preparedness, response, and recovery practices. Support social work staffing plans, service continuity, onboarding, coaching, and professional learning. Develop interim service plans when vacancies or staffing disruptions occur to ensure continuity of support for students and schools. Prevention Programming & Professional Learning Lead districtwide prevention and awareness initiatives related to mental health, suicide prevention, bullying prevention, child abuse reporting, and student wellness. Design and facilitate professional learning for school leaders and support personnel regarding attendance, student support services, mental health, 504 compliance, and related topics. Coordinate, facilitate, and monitor professional learning and compliance training aligned to district priorities and regulatory requirements. Monitor completion and documentation of required training(s). Systems Improvement & Strategic Leadership Support the implementation and continuous improvement of district systems that promote student well‑being, belonging, and access to support services. Use data to identify trends, evaluate outcomes, and inform strategic decision‑making. Collaborate with Academic, Student Services, Operations, and Special Education teams to ensure alignment of student support initiatives. Ensure all student support practices are implemented legally, ethically, and equitably. Perform other duties as assigned by the Director of Equitable School Supports. “Day In the Life” Overview On a regular day, as the Special Services Coordinator, you might: Analyze district attendance data and develop recommendations to improve student engagement and reduce chronic absenteeism. Facilitate meetings with principals regarding attendance, mental health referrals, 504 compliance, or student support needs. Facilitate district mental health provider meetings and coordinate follow‑up actions to address identified service needs. Audit Section 504 plans and collaborate with schools to address compliance concerns. Coordinate supports and service plans for schools experiencing social work staffing vacancies. Facilitate professional development for school leaders on attendance interventions, mental health systems, or legal compliance requirements. Review mental health referral data to identify trends and opportunities for improved student access to services. Collaborate with the District Crisis Team and school social workers to respond to emerging student and school needs. Prepare executive‑level reports and presentations highlighting attendance, mental health, social services, and compliance outcomes. Meet with district and community stakeholders to strengthen systems of support for students and families.

WHAT YOU’LL BRING: SKILLS AND MINDSETS

Deep understanding of student support systems, attendance improvement, mental health services, and Section 504 requirements. Strong strategic planning and systems‑thinking abilities. Exceptional communication, facilitation, and relationship‑building skills. Ability to analyze complex data and translate findings into actionable recommendations. Experience leading change and implementing district‑wide initiatives. Strong project management and organizational skills. Commitment to equity, inclusion, and student‑centered decision‑making. Ability to navigate ambiguity and manage competing priorities. Strong collaboration and partnership‑building skills. High degree of professionalism, integrity, and sound judgment. Ability to influence and support stakeholders across multiple levels of the organization. Experience facilitating professional learning and adult learning experiences. Strong written communication and presentation skills. EDUCATION, CERTIFICATION, AND LICENSURE REQUIREMENTS: Hold or be eligible for an Indiana Administrator License. Master’s Degree in Educational Leadership, School Counseling, Social Work, Psychology, Student Services, Special Education, Public Administration, or a related field. Minimum five years of successful experience in education, student services, counseling, social work, attendance, special education, or related leadership roles. Demonstrated knowledge of Section 504, McKinney‑Vento, FERPA, and other applicable federal and state laws impacting student services. Experience using data to drive program improvement and monitor compliance. Experience leading districtwide initiatives, professional learning, or systems‑level improvement efforts preferred.

TIME COMMITMENT:

Full‑time, 12‑month district‑level position.

FLSA CLASSIFICATION:

Exempt

ELIGIBILITY FOR REMOTE WORK:

Eligible per supervisor’s discretion as duties allow

PHYSICAL REQUIREMENTS:

The physical requirements described here are representative of those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may be made to individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; talk or hear. The employee is frequently required to stand and walk. The employee is occasionally required to sit, reach with hands and arms, and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus.

EEOC STATEMENT:

Indianapolis Public Schools, in accordance with its nondiscrimination policies, will not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, religion, creed, national origin or ancestry, sex, age, physical or mental disability, pregnancy, veteran or military status, genetic information, sexual orientation, gender identity or expression, marital status, familial status, domestic violence victim status, homelessness or any other legally recognized protected basis under federal, state or local laws, regulations, or ordinances. Indianapolis Public Schools does not tolerate any form of retaliation or bias‑based intimidation, threat, or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

DISCLAIMER:

Essential functions, as defined under the Americans with Disabilities Act, may include any of the above representative duties, knowledge, and skills. This job description is illustrative only, and is not a comprehensive list of all essential functions and duties performed by the occupant of this position. Factors such as regular and punctual attendance are not routinely listed in job descriptions, but are an essential function. #J-18808-Ljbffr ReNEW Schools