Student Support Specialist

Student Support Specialist

Belvedere Health Services The Mill School – Essex Junction, Vermont

Job : 5702408

Final date to receive applications: Posted until filled

Posted: May 08, 2026 12:00 AM (UTC)

Starting Date: To Be Determined

The Student Support Specialist provides relationship‑based supports to students with academic and behavioral challenges in an alternative school setting. This role focuses on helping students access instruction and build skills for success through coordinated in‑class and out‑of‑class interventions, collaboration with instructional staff, and participation in planning processes to develop and implement individualized supports.

• Provide in‑class instructional and behavioral supports to increase engagement, time on task, and access to grade‑level (or appropriately modified) content.
• Provide out‑of‑class support as needed (e.g., check‑ins/check‑outs, organization coaching, planned breaks, de‑escalation and problem‑solving support, restorative re‑entry) aligned to student plans and school procedures.
• Collaborate with teachers to co‑teach lessons and small groups, reinforce expectations, and deliver targeted skill‑building (academic, executive functioning, self‑regulation, and social skills).
• Support differentiation by helping adapt materials, tasks, and assessments; scaffold assignments; and use multiple modalities (visuals, modeling, chunking, guided practice) to meet varied learner needs.
• Participate in student support/IEP/behavior planning meetings and contribute observations and data to inform decision‑making.
• Assist in developing, implementing, and monitoring individualized supports (e.g., academic intervention plans, behavior support plans, accommodation plans), including progress notes and communication with the team as assigned.
• Use proactive, strengths‑based approaches to prevent escalation, teach expectations and coping strategies, and help students practice replacement behaviors.
• Coordinate with related services and support staff (e.g., counselors, social workers, school psychologists) to promote consistent strategies across settings.
• Maintain confidentiality and follow all school, district, and legal requirements related to student records and mandated reporting.
• Contribute to a safe, respectful, and trauma‑informed learning environment by building positive relationships with students and families/guardians.

• A well‑developed sense of humor.
• A bachelor’s degree in education, human services, psychology, social work, or a related field.
• Experience supporting students with academic needs and/or behavioral, social‑emotional, and self‑regulation challenges (school, youth program, or related setting).
• Ability to collaborate effectively with teachers and multidisciplinary teams, including participation in planning meetings and follow‑through on agreed supports.
• Strong communication skills (written and verbal), including the ability to document interventions and share relevant observations with the team.
• Ability to maintain student confidentiality and follow professional and ethical standards.
• Ability to respond calmly and safely in high‑stress situations and use de‑escalation strategies consistent with school training.

• Training or experience with alternative education settings and/or restorative, trauma‑informed, or positive behavior support approaches.
• Experience co‑teaching or supporting instruction in small‑group and individualized formats.
• Familiarity with IEPs, accommodations/modifications, and data‑based progress monitoring.
• Crisis prevention and intervention training.

• Ability to build trusting relationships with students while maintaining clear, consistent boundaries and expectations.
• Skill in supporting differentiated instruction (scaffolding, chunking, modeling, guided practice, alternative response formats).
• Ability to use proactive strategies and teach replacement skills (self‑regulation, coping strategies, problem‑solving).
• Ability to collect and share basic data/observations (e.g., work completion, engagement indicators, antecedent‑behavior‑consequence notes) to support individualized planning.
• Strong organization and follow‑through in a fast‑paced environment with changing student needs.
• Commitment to equity, inclusion, and culturally responsive practice.

Work is performed primarily in classrooms and student support spaces within a therapeutic school setting. The role requires frequent standing and walking, active supervision, and the ability to support students during periods of dysregulation using approved, nonphysical de‑escalation methods and school safety procedures. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

Full‑time