Student Support Specialist - Adult Learning Center

Fargo Public Schools; Fargo (ND); On-site; USD 56,000 - 75,000; Full time

Job summary

Fargo Public School District is seeking a dedicated social work professional to provide supportive services and referrals at the Adult Learning Center, and to assist with Even Start family literacy and parent education programs.

In this role you will collaborate with the Adult Learning Center Director to enroll students, monitor participation, analyze data, and work with families to connect them to community resources while ensuring confidentiality and culturally responsive practice.

Qualifications

• Bachelor's degree in Social Work required.
• ND licensure in social work or ability to obtain prior to start date.

Responsibilities

• Provide supportive services and referrals to adults at the Adult Learning Center.
• Assist with enrollment processes for Even Start Family Literacy participants.
• Monitor and administer student assessments in adult education and early childhood.
• Collaborate with the Adult Learning Center Director on program development and reports.
• Deliver parent education and connect families with community resources.
• Maintain confidential records and ensure compliant data handling.

Skills

Communication

Interpersonal skills

Teamwork

Education

Bachelor's degree in Social Work

ND licensure in social work

Job description

• Provides professional development as assigned.

Job TypeFull Time 40 hours/weekBenefits EligibilityBenefits EligibleSchedule12-months modified schedule Monday - Friday

Salary Range Group 10 MA $30.13 - $35.94 Group 9 BA $27.03 - $32.75

Term: 2026-2027 School Year plus June 2027 Summer School

Position Summary: Provide supportive services and referrals to students enrolled at the Adult Learning Center. Provide parent education to students enrolled in the Even Start Family Literacy Program. Assist with early childhood assessments and facilitates the integration of early childhood and parent education within adult education classes. Work with the Adult Learning Center Director in completing student enrollment processes, monitoring program participation, collaborating on grant proposals and reports, administering adult education assessments, analyzing student data and overall performance indicators.

• Direct Support for Students and Family ServicesPriority: Essential | Percent of Time: 50% Examples of this work include:
• Utilizes formal and informal assessment tools, including observations and interviews, to monitor student and family well-being and academic engagement.
• Assist with the enrollment process for families participating in the Even Start Family Literacy Program.
• Assist with the monitoring and administering of student assessments, both early childhood and adult education.
• Facilitate parent education for students enrolled in Even Start Family Literacy program.
• Assist students in gaining access to formal and informal community resources based on the needs of each family.
• Maintains accurate records in line with mental health and educational confidentiality standards.
• Delivers strengths-based, culturally responsive, person-centered services that actively involve students in their educational experience.
• Apply systems and family-based theories to assess home, school and community dynamics, implementing interventions such as: Crisis intervention and response, home visits, program development, conflict resolution, drop out prevention, graduation awareness, and coordination of school and community services.
• Implements tiered prevention, early intervention and crisis response strategies tailored to address students' academic, emotional and social needs.
• Systems Navigation, Advocacy and Interdisciplinary CollaborationPriority: Essential | Percent of Time: 30% Examples of this work include:
• Addresses the needs of the school, student, families, and community by collaborating to design a holistic approach to any barriers or problems with the educational process using social work systems theories and family-based theories.
• Works collaboratively with school staff, families, and community members to design and sustain comprehensive care systems that support student learning, well-being, and safety.
• Initiates and supports activities to overcome institutional barriers and gaps in services as leaders and members of interdisciplinary teams.
• Integrates the student's home, school, and community perspective in the interdisciplinary process using systems theory and the social work code of ethics.
• Provides consultation on attendance, diversity, mental health, behavior concerns, crisis response, homelessness, abuse, neglect, and confidentiality using a social work lens.
• Networks to promote system responsiveness while utilizing ethical principles and standards through working with multidisciplinary teams.
• Demonstrates and fosters professional, supportive relationships that contribute to an inclusive and academically engaging environment.
• Professional Practice and Program DevelopmentPriority: Essential | Percent of Time: 20% Examples of this work include:
• Maintains licensure in accordance with North Dakota Board of Social Work Examiners requirements.
• Provides professional development as assigned.
• Participates in all mandatory training or training appropriate to the position as required.
• Collaborate on grant proposals, data analysis and various reports.

Knowledge, Skills, and Ability:

Knowledge of: Building and leading a school support team in collaboration with administrators, teachers, support staff, and community partners to ensure the delivery of tiered support services. This position also focuses on dropout prevention, graduation awareness, and the effective integration of support resources, promoting early identification of unmet needs, and fostering an inclusive and respectful environment that acknowledges diverse cultural backgrounds.

This comprehensive approach aims to empower students and their families, encouraging their involvement in the educational process and ensuring access to necessary resources, ultimately supporting the holistic development and academic success of each student.

Skill and Ability to: Establish and maintain effective working relationships with groups; conduct effective meetings and conferences; communicate concepts and information accurately orally and in writing including the preparation of formal statistical reports, case histories, assessment, and intervention records; demonstrate effective liaison relationships with parents, schools, and agencies; coordinate activities from many sources for the benefit of an individual student; organize work and provide effective services within a limited timeframe; develop, coordinate and deliver relevant training to parents and professional development to staff; assist with program development.

Minimum Qualifications:

• Bachelor's degree in Social Work
• ND licensure in social work or ability to obtain prior to start date

Preferred Qualifications:

• Training and experience in Parent Education
• Training and experience in serving Multilingual learners
• Experience in mediating and resolving conflicts within an educational or community setting
• Three years of experience in education, social work or related field

Reports To: Adult Learning Center Director

This position involves working as a team player with students, caregivers, outside agencies and school staff. The position handles highly confidential and private data and must be sensitive to people and their needs.

Physical Requirements

Stand Frequently

Use hands dexterously (use fingers to handle, feel, type) Frequently

Walk Frequently

Reach with hands and arms Frequently

Sit Frequently

Climb or balance Occasionally

Talk or hear Frequently

Stoop/kneel/crouch or crawl Frequently

Taste or smell Occasionally

Lift and carry up to 50 pounds Occasionally

Work Environment

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.

Example: The noise level in the work environment is usually moderate. Work is mostly done indoors. Occasionally, travel between district and community-based locations and out of District travel is required. Work hours are typically during the school day but will occasionally include irregular hours.

The Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on a student's, parent's, guardian's, or employee's race, color, religion, sex, sexual orientation, gender identity, national origin, ancestry, disability, age, or any other status protected by law.

Any person having inquiries concerning the District's compliance with the regulations implementing Title VI, Title IX, the Americans with Disabilities Act (ADA), or Section 504 is directed to contact Dr. Patricia Cummings, Director of Compliance, who has been designated by the District to coordinate efforts to comply with the regulations regarding nondiscrimination. The office address and telephone number of Dr. Cummings are as follows: 700 7th Street S., Fargo, North Dakota 58103, [phone].

If any person believes that the District or District staff have inadequately applied the regulations of (1) Title VI of the Civil Rights Act of 1964, (2) Title IX of the Education Amendment Act of 1972, (3) Section 504 of the Rehabilitation Act of 1973, or (4) the Americans with Disabilities Act, they may bring forward a grievance to the District's Section Director of Compliance who serves as the 504 Coordinator. The District's grievance procedures are established to provide a prompt and equitable resolution of a complaint. However, it should be understood by the individual involved that a complaint can be made to the Office for Civil Rights without going through the District's grievance procedures:

U.S. Department of Education

Office for Civil Rights

Lyndon Baines Johnson Department of Education Bldg

400 Maryland Avenue, SW

Washington, DC 20202-1100