Coordinator of McKinney-Vento Clinical Care Services (0.60 FTE)

FRAMINGHAM PUBLIC SCHOOLS

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Coordinator of McKinney-Vento Clinical Care Services

Department of Health and Wellness

2026-2027 School Year

POSITION SUMMARY

The Coordinator of McKinney-Vento Clinical Care Services provides essential case management, clinical crisis intervention, and strategic resource allocation to ensure the immediate enrollment, regular attendance, and academic success of children and youth experiencing homelessness within the district. Working under the supervision of the Director of Health and Wellness, this role eliminates barriers to public education by identifying vital services and coordinating comprehensive stabilization supports. The Coordinator of McKinney-Vento Clinical Care Services manages care networks for displaced families, protects the rights of unaccompanied youth, coordinates with school-based social workers, and builds structural community partnerships with housing shelters, state agencies, and healthcare networks. This commitment aligns with Framingham Public Schools' high expectations for achievement, equal access to quality instruction, academic proficiency for all students, and closing the achievement gap among subgroups within the schools.

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OUR MISSION

Framingham Public Schools (FPS) is committed to excellence for all students and to creating a workforce that reflects our community's rich racial, linguistic, and cultural diversity. Guided by our mission to empower free-thinking, responsible citizens, we value inclusion, equity, and cultural responsiveness in all we do. FPS strives to provide a safe and welcoming environment where every student and staff member can thrive. We actively seek educators and staff who are committed to antiracism, social justice, and civic engagement. We strongly encourage applications from individuals with disabilities and from members of historically underrepresented groups.

Framingham Public Schools is an Equal Opportunity Employer committed to building a culturally responsive, antiracist, and inclusive community where all individuals are valued, respected, and supported to thrive.

ABOUT FRAMINGHAM

Framingham, Massachusetts, is a vibrant and diverse suburban community located 20 miles west of Boston, serving as a major hub in the MetroWest area. It successfully blends urban convenience with the comfort of New England neighborhoods, characterized by cultural diversity and a strong community spirit.

A key asset is the Framingham Public School system, which is committed to equity, inclusion, and student success across its nine elementary schools, three middle schools, and Framingham High School. The district is recognized for its dual language programs, comprehensive special education services, and dedication to serving a diverse student population, preparing all learners for college and careers.

Framingham is also home to Framingham State University and offers abundant outdoor opportunities, including Cushing Memorial Park and Callahan State Park. With its blend of educational resources, accessibility, and dynamic community life, Framingham is a welcoming place to live and grow.

CERTIFICATES, LICENSES, REGISTRATIONS

• DESE Supervisor/Director, OR School Adjustment Counselor/School Social Worker, School Counselor, or School Psychologis.
• Licensed Certified Social Worker (LCSW), Licensed Independent Clinical Social Worker (LICSW), or Licensed Mental Health Counselor (LMHC) in the Commonwealth of Massachusetts preferred.

TRAINING AND EXPERIENCE

Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity, inclusion, and belonging in all aspects of education.

• Educational Requirements: A Master's Degree from an accredited college or university in Social Work (MSW), Mental Health Counseling, Clinical Psychology, or a closely related field of study.

• Professional Experience: Proven track record of strong case management, school social work, or clinical mental health experience working with displaced families, youth in crisis, or unhoused populations.

• Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is preferred.

SKILLS AND ABILITY

To perform this job successfully, an individual must satisfactorily perform each essential duty. The requirements listed below represent the knowledge, skills, and abilities required:

• Communication: Strong oral and written communication skills; ability to present information clearly and respond effectively to questions from district staff, school administrators, the School Committee, and the broader community.
• Analytical Problem Solving: Sound reasoning and problem-solving skills to evaluate district-wide information, define problems, collect data, establish facts, draw valid conclusions, and recommend appropriate policies, procedures, or courses of action.
• Strategic Planning & Evidence-Based Practice: Capacity to read, analyze, and interpret professional literature, technical procedures, and governmental regulations to inform district-level policies, operational decisions, and strategic planning.
• Relationship Building & Collaboration: Ability to establish and maintain positive, effective cross-departmental working relationships with school leaders, district staff, community partners, and vendors.
• Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
• Reliability, Professionalism & Composure: Maintain regular, predictable, and punctual attendance to ensure consistent district operations. Exhibit professionalism and composure in responding to unpredictable or high-stakes situations, maintaining a proactive and solution-focused approach.
• Organization & Time Management: Strong organizational and project-management skills to work independently, prioritize district-level initiatives, and manage multiple complex projects simultaneously.
• Data-Driven Decision Making: Ability to use complex data sets effectively to inform resource allocation, policy development, and continuous improvement efforts across the district.
• Technology Proficiency: Proficiency in using technology and enterprise software; ability to operate a computer and utilize systems relevant to district operations (e.g., Google Workspace, HR/Finance platforms, or Student Information Systems).
• Compliance & Confidentiality: Commitment to performing all duties in compliance with state and federal laws, Framingham Public Schools policies, and collective bargaining agreements. Ability to maintain strict confidentiality of sensitive personnel, legal, financial, and student information.

ESSENTIAL DUTIES AND RESPONSIBILITIES

The essential functions or duties listed below are intended only as an illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment to the position.

I. Strategic Leadership & Systems Coordination

• Maintain a comprehensive understanding of all federal guidelines, rights, and provisions mandated by the McKinney-Vento Homeless Education Assistance Act/ESSA to protect eligible students
• Work in hand-in-hand alignment with registration staff, building support staff, and family support coordinators to implement standard enrollment strategies, resolve barriers, and fulfill long-range program goals.
• Provide training regarding available district support services, applicable regulations, and other pertinent information to district staff.

II. Case Management & Student Program Support

• Coordinate directly with school social workers, registrar offices, and instructional staff to help unhoused families quickly gather medical records, transcripts, and missing documentation necessary for school entry.

• Audit the enrollment histories of highly mobile students; assist parents of students with disabilities in navigating Section 504 and IEP procedures, and advocate for student evaluations when structural learning blocks appear.

• Assist in placing displaced youth into tutoring registries, academic mentoring cohorts, or targeted after-school programs to prevent achievement gaps.

III. Direct Clinical Care & Stabilization

• Utilize specialized clinical crisis intervention models to assist families through housing transitions, advancing domestic stabilization to maximize classroom focus and school performance.

• Deliver dedicated clinical and case management service directly to unaccompanied youth, mentoring them through pathways to secure emergency housing, youth agency support, and nutritional care.

• Conduct urgent assessments and match parents residing in local shelters, motels, or doubled-up configurations with outside agencies providing food, permanent housing, legal protection, and clothing.

IV. Attendance Auditing & Health Management

• Actively monitor attendance and truancy patterns of identified McKinney-Vento students; educate families on the legal and academic importance of consistency, and deploy clinical care plans to mitigate root barriers to regular attendance.

• Assist families with accessing healthcare treatments-including vision exams/glasses, required immunizations, physicals, dental checkups, and outpatient mental health options-that directly limit absenteeism.

• Partner with building personnel and community organizations to secure and distribute adequate winter clothing, toiletries, and school supply caches for high-need students.

V. Compliance, Reporting & Documentation

• Maintain vigilant protection of child safety; file clear and objective 51A reports to the Department of Children and Families (DCF) when mandated by law.

• Input and preserve meticulous, secure clinical file histories of all direct services, case updates, and intervention plans provided to children, youth, and families.

• Generate and safeguard exhaustive, accurate transaction logs tracking all incoming municipal donations, philanthropic gift cards, and supplies made to the district on behalf of unhoused families.

Other duties as assigned.

PHYSICAL WORKING CONDITIONS

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Mobility, Navigation & Travel: Must move about and traverse throughout the school building and grounds; requires the ability to navigate effectively throughout classrooms, cafeterias, and playgrounds for supervision and instruction. Must be able to engage in frequent standing, walking, bending, stooping, kneeling, and reaching. Must navigate tight spaces between desks and move furniture to reorganize learning spaces.
• Stationary Tasks: Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings.
• Sensory Requirements: Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments. Continuous need for close and distance vision to monitor students, along with auditory acuity to hear in crowded environments.
• Communication: Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference.
• Manual Dexterity & Technology: Frequent use of hands to finger, handle, or feel. Must be able to operate a computer, input data, and utilize instructional technology and office productivity machinery continuously throughout the day.
• General Physical Strength: Ability to lift, move, and position classroom materials and equipment (up to 30 lbs) such as books, supplies, and bulk student devices.
• Working Environment: Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations. Must be able to sustain exposure to high noise levels, classroom germs, and potential for rapid temperature changes.
• Interaction & Focus: Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions.
• School Environment Exposure: Ability to navigate and function effectively within diverse school settings, including classrooms, cafeterias, and playgrounds, which involve varying noise levels and high-activity environments. Ability to sustain a very high level of social interaction.
• Behavioral De-escalation & Resilience: Capacity to remain calm and professional when exposed to student behavioral challenges or high-stakes emotional situations; ability to model and apply de-escalation techniques as needed. Likely to be placed in conflict situations where parents and students might become angry or unpleasant on a regular basis.

REPORTS TO

• Director of Health and Wellness (and/or designee)
• The performance of this job will be evaluated in accordance with the Framingham Administrator Association (FAA) Contract.

SUPERVISORY RESPONSIBILITIES

• None

FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION

• This position is classified as Exempt (Salaried).

TERMS OF EMPLOYMENT

• Covered under the Framingham Administrator Association (FAA) Contract.
• Work Year: 260 days (Twelve-Months)
• The District reserves the right to transfer personnel as needed.

EQUAL EMPLOYMENT OPPORTUNITY (EEO)

Framingham Public Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Framingham Public Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the District has facilities.This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Framingham Public Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, ancestry, marital status, or veteran status.

The Framingham Public Schools prohibit sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located at the Framingham Public Schools School Committee website. Framingham Public Schools Nondiscrimination Notice.

Revised 2026