High School Manager of Student Support Services

Job Summary

This 12‑month position will serve as a school resource for staff and parents with regards to special education services and regulations. The Student Support Manager and Interventionist will work closely with the Student Support Team (SST) to observe, document, and refer students with suspected special‑education impairments. The core of the role is monitoring continuous progress through data collection and observation and providing information, support, and training to teachers and families around each child's needs.

The candidate must understand state and federal regulations and local policies regarding special needs children and be flexible, self‑motivated, and a team player.

• Roughly 40% of working hours
• Schedule special‑education meetings (IEP, re‑evaluation, etc.) in partnership with the DOE prior to compliance deadlines, calendaring with and communicating with all team members (school leadership, teachers, families, related‑service providers), and ensuring families and DOE have all required documents at least 10 days before the meeting.
• Facilitate IEP meetings in partnership with the DOE using a strengths‑based, family‑centered approach.
• Work with the Network Director of Student Support to support families during placement transitions (e.g., requesting placement letters from the DOE).
• Keep accurate IEP testing accommodation records and collaborate with Operations and Data teams to create and monitor accommodation groups for all formative, summative and state exams (Regents, PSATs, SATs, etc.).
• Ensure translators are present at all special‑education meetings when needed.
• Maintain accurate student special‑education records (IEP documents, 504 plans, FBAs, BIPs, transportation documents) using a school‑provided tracker and upload all reports to each student’s file.
• Collect all required reports and ensure all student data is entered into the required tools (e.g., SESIS) at least 24 hours before special‑education meetings.
• Collaborate with the College and Career Readiness department when preparing 12th‑grade students to graduate from DREAM (Exit Summaries).
• Work closely with the school operations team during enrollment (including summer) to ensure DREAM has the documents needed to support the student (e.g., IEP).
• Meet regularly with the Dean of Student Support and Network Director to align on all components of the special‑education compliance process.

• Roughly 60% of working hours
• Teach small‑group instructional lessons and plan and provide interventions with fidelity.
• Implement a range of research‑based intervention strategies in reading and math with fidelity (including REWARDS and Regents preparation).
• Ensure the transferability of skills learned in the small‑group reading setting to the larger classroom by providing visual tools for students to implement with support from classroom teachers.
• Model responses and provide visual anchors, agendas, and materials, leading students through guided and independent practice while regularly checking for understanding.
• Progress‑monitor student data at least weekly, tied to individual student or group goals, using the school‑provided data tracker.
• Serve as a resource for families, teachers, and staff to aid understanding of individual needs and diagnoses.
• Integrate a student’s IEP into the reading intervention program by planning and monitoring IEP reading goals, sharing student data verbally and in writing during IEP meetings.
• Participate in all meetings, collaborative planning, and professional development, including an annual summer institute.
• Create a positive, achievement‑oriented, structured learning environment with a high joy factor to foster student excitement and investment in academic excellence.
• Act as an active member of the School Support and Response‑to‑Intervention teams, assisting in developing strategies to support students in need.
• Set and reinforce clear expectations and routines aligned with the school’s overall vision.
• Engage parents and families in their children’s academic success through regular communication of successes and challenges; communicate regularly with…