District Support Specialist- East Region

Responsibilities

• This position is primarily assigned to the East Region, which includes the following counties:
  Ashtabula, Trumbull, Mahoning, Columbiana, Jefferson, Carroll, Harrison, Belmont, Monroe, Noble, Morgan, Guernsey, Muskingum, Coshocton, Holmes, and Tuscarawas. Regional assignments may be modified, and the position may be asked to provide support in other regions based on agency priorities, workload, staffing, or operational needs.
• The ideal candidate would reside in one of these counties.
• Serve as the primary point of contact for assigned schools and districts by coordinating support teams, including State Support Teams (SSTs), Educational Service Centers (ESCs), and Department staff; facilitating progress‑monitoring meetings; coordinating communication among support partners; and ensuring alignment of improvement activities across local, regional, and state systems.
• Conduct on‑site and virtual visits with schools and districts to provide support, monitor implementation, review progress, identify barriers to improvement, and support continuous improvement efforts.
• Support implementation and monitoring of the 11 District Plan, other district improvement initiatives, and state‑directed improvement efforts through coordination of support activities, progress reviews, implementation monitoring, data analysis, reporting, and continuous improvement processes.
• Provide coaching, consultation, technical assistance, professional learning, and guidance related to educational benefit, special education improvement, improvement planning, and implementation of evidence‑based practices that improve outcomes for all students, including students with disabilities.
• Support Comprehensive Support and Improvement (CSI), Additional Targeted Support and Improvement (ATSI), Targeted Support and Improvement (TSI), Student Group Accountability, and other identified schools and districts in meeting state and federal improvement requirements.
• Facilitate strategic planning, problem‑solving, and continuous improvement processes with district leadership teams and support partners to address barriers and improve outcomes across instructional, organizational, operational, and special education systems.
• Review school and district improvement plans, including One Plans, One Needs Assessments, Service Delivery Agreements, progress reports, and other Department‑required planning documents to ensure alignment with identified needs, improvement priorities, evidence‑based practices, and state requirements.
• Monitor implementation of school and district improvement plans, grant activities, and Department initiatives through review of progress reports, implementation evidence, outcome data, and related documentation; provide feedback and recommendations to support continuous improvement and accountability outcomes.
• Analyze academic achievement, growth, attendance, graduation, accountability, implementation, and special education data to identify trends, monitor progress, inform decision‑making, and support improvement efforts for all students, including students with disabilities.
• Prepare reports, presentations, recommendations, and other documentation to communicate progress, outcomes, and priorities to district leaders, Department staff, and other stakeholders.
• During periods when school‑support activities are reduced, including summer months and other school breaks, responsibilities may shift to support Department priorities, special projects, implementation activities, planning efforts, professional learning, resource development, continuous improvement efforts, and other organizational needs.
• Positions are assigned to a primary geographic region; however, travel and support responsibilities may extend beyond the assigned region to meet statewide program priorities, operational needs, or other assignments as determined by the Department.
• Participate as a member of regional implementation teams that support Comprehensive Support and Improvement (CSI) schools and other identified schools and districts.
• Participate in learning walks, instructional reviews, implementation monitoring activities, and follow‑up support focused on…