Indianola Community School District
Student Success Coordinator
Job Title: Student Success Coordinator
Work Year: 195 Day Work Agreement
FLSA Status: Exempt
Status: Full Time, Salary
Reports to: Director of Teaching and Learning
Consults with: Building Staff; District and Building Level Administration
Funding Source: At-Risk, MAG_DOP, General Fund, Title IV, SpEd, LEP
Latest Revision Date: June 2026
Board Position Approved: July 13, 2026
BASIC FUNCTION: The goal of the Student Success Coordinator (SCC) is to ensure equal access to core curriculum for all students and to help improve school climate and culture for students. The SCC will grow capacity in each school to meet the social, emotional, mental, and behavioral health needs of students by providing direct guidance to students as well as consultation, training, coaching, and support for school staff. The team’s work will be based in research-based and trauma-informed strategies, including the Positive Behavior Interventions and Support model. The SCC’s will develop and assist school staff to implement inclusive and targeted mental health and behavioral interventions, and integrate social emotional instruction for students and staff.
TERMS OF EMPLOYMENT: 195 days of service. Salary, benefits, and work year are established by the Board of Education and will follow the Master Contract although this is not a Master Contract position.
EVALUATION: The Director of Teaching and Learning evaluates the performance and functions of this job. Job performance will be evaluated in accordance with provisions of the board’s policy for Evaluation of Professional Staff.
ESSENTIAL DUTIES AND RESPONSIBILITIES: include the following. Other duties may be assigned.
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Collaborate with and serve as a liaison between district building(s) and teams, families, and community and to assure positive outcomes for all learners
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Support district and school level curriculum, standards, and social, emotional, and mental health goals to improve student outcomes
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Provide and coordinate consultation, training, coaching, and support to staff, parents, and administrators regarding tiered interventions including the design, implementation, evaluation, modification, and maintenance of behavior plans based in the Functional Behavior Assessment model
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Collaborate with school staff on assessment, data collection, and curriculum to analyze data, interpret results, and provide feedback to improve student instruction.
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Improve inclusivity, a sense of belonging, and equity for all students by providing additional support and collaborating with stakeholders in the areas of: integrated SEL instruction, behavior interventions, restorative practices, PBIS, MTSS, culturally responsive practices, classroom management, positive relationship building, team building, conflict resolution, decision making, time management, and safe schools planning
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In collaboration with building teams, develop a tiered system of differentiated research-based and trauma informed social, emotional, and mental health interventions to establish and maintain a safe learning environment and improve student outcomes
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Work directly with students through SEL and mental health groups or individual work to teach foundational social, emotional, behavioral, and mental health skills, such as self-awareness and self-management; work with students may be direct or in cooperation with classroom teachers and counselors
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Provide student support and resources in areas such as alcohol, tobacco and other drugs/alcohol issues, family relationships, financial problems, school attendance, and peer relationships
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Provide appropriate intervention services in crisis situations, understand mandatory reporting and appropriate follow up, and assist school counselors with suicide prevention and suicide risk assessment and follow-up
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Help resolve student conflicts by meeting with the student(s) and other parties involved to determine the nature and extent of the problem and to outline possible restorative strategies
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Establish and maintain ongoing communication with families to foster partnerships and promote family engagement; connect students and families with information about appropriate community resources and outside agencies
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Use research-based and technically sound practices to drive decision-making
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Organize, interpret and administer necessary social, emotional, behavioral, and mental health data
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Maintain appropriate documentation and submit reports as required.
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Perform other related duties as required
JOB QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
KNOWLEDGE, SKILLS, and ABILITY:
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Empathetic and compassionate individual who embodies the belief that every child deserves, and can have, a positive school/home experience and that all team members must be positive advocates for the student
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Adhere to legal and ethical requirements of the profession and remain current in practices
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Respect for diverse stakeholders in the home, school, and community
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Human relations skills, including ability to lead, work harmoniously with a team, communicate effectively and demonstrate integrity of confidential information.
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Ability to implement and coach adult learners on effective classroom management and student engagement strategies for at-risk students
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Ability to integrate educational theory, research and expertise into appropriate practices for local contexts, in a style that facilitates positive change and continuous improvement and acts as a lever for equity
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Specialized knowledge of principles and techniques of PBIS, Functional Behavior Assessments, and Behavior Intervention Plans, including function and treatment of behavior
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Knowledge of using and interpreting summative, formative, diagnostic, and behavior data to inform strategic instruction, including flexible instructional groups, delivery of instruction, intervention, and extension for all learners as it relates to MTSS process
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Knowledgeable about community counseling resources and effective individual and small group counseling techniques
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Ability to monitor programs and practice for continuous improvement
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Knowledgeable of behavioral methodology, techniques, and tools for students with emotional/behavioral challenges or significant trauma
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Knowledgeable about intellectual, social/emotional, adaptive, behavior, and other norm-referenced instruments
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Knowledgeable about using technology to support instruction and enhance communication, staff learning, and student learning
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Excellent written and verbal communication skill
EDUCATION AND TRAINING:
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Degree in education, school counseling, school social work, sociology, psychology or related fields preferred.
EXPERIENCE:
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3-5 years of experience working with children who are “at-risk” or have emotional/social/behavioral needs preferred.
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3-5 years of experience in school counseling, school social work, or related field is preferred.
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Specialized knowledge, training or experience working with interventions and instructional strategies designed to accelerate student growth and address social emotional wellness is preferred.
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Experience working with a variety of interventions, working in a MTSS environment and progress monitoring/data.
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Experience in Social Emotional Learning, Mental and Behavioral Health interventions, and/or Trauma Informed Practices.
The statements contained herein describe the scope of the responsibility and essential functions of this position, but should not be considered to be an all-inclusive listing of work requirements. Individuals may perform other duties as assigned. Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time unless restricted by the negotiated contract.
A signed copy of this job description should be placed in the employee’s personnel file.
