High School Student Support Specialist

This 12‑month position serves as a school resource for staff and parents regarding special education services and regulations. The Student Support Manager and Interventionist work closely with the Student Support Team to observe, document, and refer students with suspected special education impairments, monitor progress, provide data‑driven support, and train teachers and families.

• Allocate roughly 40% of working hours to facilitating special education compliance.
• Schedule and manage IEP, re‑evaluation, and other special education meetings in partnership with the DOE, ensuring all participants have required documents at least 10 days prior.
• Facilitate IEP meetings using a strengths‑based, family‑centered approach.
• Support families with placement transitions, such as requesting placement letters from the DOE.
• Maintain accurate IEP testing accommodations and coordinate with Operations and Data teams to monitor accommodation groups for state and national exams.
• Ensure translators are present at all special education meetings when needed.
• Keep accurate IEP, 504, FBA, BIP, and transportation records in the school data tracker and upload reports to individual student files.
• Collect required reports and enter student data into the SESIS tool at least 24 hours before special education meetings.
• Collaborate with the College and Career Readiness department to prepare 12th‑grade students for graduation, including Exit Summaries.
• Work closely with the enrollment team to secure necessary documents (e.g., IEPs) during summer and enrollment periods.
• Meet regularly with the Dean of Student Support and Network Director to align on special education compliance processes.

• Allocate roughly 60% of working hours to direct instruction and intervention.
• Teach small‑group lessons and deliver interventions with fidelity in reading and math, using research‑based strategies such as REWARDS and Regents preparation.
• Translate skills from the small‑group reading intervention setting into the larger classroom by providing visual tools and supports.
• Model responses and guide students through independent practice while regularly checking for understanding.
• Conduct weekly progress monitoring using the school’s data tracker, tied to individual or group instructional goals.
• Serve as a resource for families, teachers, and staff to clarify individual student needs and diagnoses.
• Integrate a student’s IEP into the designated reading intervention program, planning and monitoring IEP reading goals, and sharing data during IEP meetings.
• Participate in all collaboration meetings, professional development, and the annual summer institute.
• Create a positive, achievement‑oriented, structured learning environment that engages students academically and emotionally.
• Act as an active member of the School Support and Response‑to‑Intervention teams, aiding in strategy development for students in need.
• Set and reinforce clear expectations and routines aligned with the school’s vision.
• Engage parents and families through regular communication of progress and challenges, including IEP updates.
• Undertake additional duties related to school operations as assigned.

• Bachelor’s degree required;
  Master’s in Special Education or Reading preferred.
• Three or more years of teaching experience in a special education setting with a record of high student achievement.
• Appropriate New York State certification in Special Education preferred.
• Commitment to working with diverse families and students, including those at risk of educational failure.
• Bilingual in Spanish preferred.
• Understanding of Rewards and/or CSR preferred.
• Strong belief in the mission and values of the organization, including a desire to make a difference in students, families, and the community.

This is a 12‑month role that flexes across the school year based on student needs and compliance timelines.

• Time is allocated to both direct student intervention and special education case management, with the balance shifting throughout the year.
• During certain periods, the role may focus more on…