Instructional Support Specialist

Position Title: Instructional Support Specialist (District-Wide)Position Type: 10-Month (School Year); Part-time or Full-timeReports To: Director of Student ServicesPosition Overview:Ipswich Public Schools is excited to introduce a new district-wide Inclusion Support Specialist role to strengthen and align academic support systems across all schools and grade levels. Working alongside our District BCBA and District School Psychologist this position completes a triad of expertise in our evolving and enhanced Multi-Tiered System of Supports (MTSS) framework focusing on the academic prong of tiered are open to considering a part-time schedule for the right candidate who brings strong instructional expertise and a collaborative spirit. This flexibility reflects our commitment to building a strong sustainable support system for our students and Inclusion Support Specialist will collaborate with classroom teachers special educators and school teams to build proactive tiered academic structures refine intervention systems and support effective Student Support Team (SST) and Data-Based Problem Solving practices. While this position is designed to enhance learning for all students it will especially play a vital role in ensuring that students with disabilities particularly those receiving specially designed instruction receive the access interventions and strategies needed to thrive. One priority responsibility of this role will be to enhance our co-teaching model at the elementary middle and high school role is grounded in inclusive equitable practices and a belief that Tiered systems must be strong scaffolded and universally designed to meet the needs of all Responsibilities:Tiered Instructional Systems and MTSS LeadershipPartner with general education and special education staff to strengthen Tier 1 instructional practices through modeling co-planning and strategy with district teams to align and enhance universal academic supports across content areas and grade efforts to refine the District Curriculum Accommodation Plan (DCAP) and embed it into SST and MTSS procedures at each the development of universal screening and data protocols to monitor academic progress and identify students in need of targeted Collaboration Coaching and Capacity BuildingConsult with classroom teachers on differentiation UDL strategies and curriculum-based interventions for struggling professional learning and side-by-side support to staff implementing Tier 1 and Tier 2 with interventionists literacy/math specialists and special educators to develop consistent support systems for students with and without Support Teams and Intervention PlanningServe as an active member of school-based Student Support Teams (SST) to analyze student data and collaboratively design support to the development and monitoring of individualized academic interventions including accommodations and instructional schools implement and refine systems for documenting and tracking academic interventions before referral to special Inclusion and Compliance SupportPromote culturally responsive teaching practices and equitable access to academic needed contribute to the design and delivery of specially designed instruction (SDI) for students with disabilities in collaboration with IEP practices align with state and federal special education regulations including :Required:Massachusetts licensure as a special education teacher reading specialist or related academic instructional knowledge of evidence-based academic interventions and supporting MTSS structures or participating in SST skills in collaboration coaching and instructional :Experience in district-wide or cross-building with literacy and math intervention programs (e.g. Orton-Gillingham Wilson Just Words Bridges Do the Math etc.) and core curricula (e.g. Wit & Wisdom Illustrative Math etc.).Experience using data to inform instructional decisions and monitor of the intersection between academics behavior and social-emotional Information:This new position represents a strategic investment in Tier 1 instruction student access and proactive intervention. The successful candidate will work in partnership with a district-wide BCBA (behavior) and School Psychologist (social-emotional) to ensure Ipswich Public Schools continues building a robust and responsive MTSS Year and Compensation:10-month (school year) position (with potential for summer work depending on district needs)Position FTE can be flexible; we will consider a part-time role for the candidate Salary commensurate with experience and district Unit A agreement

Required Experience:

Unclear Seniority