High School Intervention Teacher and Student Support Specialist

Intervention Teacher and Student Support Specialist

Reporting to the Academic Dean, this role builds meaningful relationships with students, implements a Common Core–aligned curriculum, and manages special education compliance through data‑driven instruction.

• Allocate roughly 40% of working hours to student support management.
• Schedule and coordinate Special Education meetings (IEP, Re‑Evaluation, etc.) with the Department of Education, ensuring all required documents are available at least ten days prior to the meeting.
• Facilitate IEP meetings using a strengths‑based, family‑centered approach.
• Collaborate with the Network Director of Student Support to assist families with placement transitions, including placement letters from the DOE.
• Maintain accurate IEP testing accommodation records and coordinate with Operations and Data teams to monitor accommodation groups for formative, summative, and state examinations.
• Ensure translators are present at all special‑education meetings when needed.
• Track and upload all special‑education documents (IEP, 504 Plans, FBAs, BIPs, transportation records) to each student’s file using the school’s tracker.
• Collect required reports and enter student data into SESIS at least 24 hours before special‑education meetings.
• Collaborate with the College and Career Readiness department to prepare DCHS 12th‑grade students for graduation (e.g., Exit Summaries).
• Work with the School Operations team during enrollment, including summer enrollment, to secure all necessary documents (e.g., IEP).
• Meet regularly with the Dean of Student Support and the Network Director to align on special‑education compliance processes.

• Allocate roughly 60% of working hours to intervention instruction.
• Teach small‑group lessons and design interventions with fidelity.
• Implement evidence‑based reading and math strategies (e.g., REWARDS, Regents preparation) with fidelity.
• Transfer skills learned in small‑group settings to the larger classroom via visual tools and support from classroom teachers.
• Model responses, provide visual anchors, and lead guided and independent practice while regularly checking for understanding.
• Progress‑monitor student data weekly, tied to individual or group goals, using the school‑provided data tracker.
• Serve as a resource for families, teachers, and staff to clarify individual needs and diagnoses.
• Integrate IEP goals into reading intervention programs, planning and monitoring IEP reading objectives, and sharing data verbally and in writing during IEP meetings.
• Participate actively in all meetings, collaborative planning, and professional development activities, including an annual summer institute.
• Create a structured, achievement‑oriented learning environment that encourages student enthusiasm for academic excellence.
• Act as an active member of the School Support and Response‑to‑Intervention teams, assisting in strategy development for students in need.
• Set and reinforce clear expectations and routines aligned with the school’s vision.
• Engage parents and families in academic success through regular communication of progress, challenges, and IEP updates.
• Perform additional duties related to school operations as assigned.

• Time is distributed between direct student intervention and special‑education case‑management, with the balance shifting throughout the year.
• During certain periods the role focuses more heavily on small‑group instruction and academic intervention; at other times responsibilities shift toward IEP preparation, meetings, documentation, and compliance tasks.

• Bachelor’s degree required;
  Master’s Degree in Special Education or Reading preferred.
• At least three years of teaching experience in a special‑education setting with a record of high student achievement.
• Appropriate New York State certification in Special Education is preferred.
• Strong desire to make a difference in the lives of students, families, and the community.
• Commitment to working with diverse populations, including those at risk of educational failure.
• Bilingual (Spanish) preference.
• Understanding of…