Student Support Specialist – Accelerating Campus Excellence (ACE) Campus

JOB TITLE:Student Support Specialist Accelerating Campus Excellence (ACE) Campus

REPORTS TO:Principal on Special Assignment ACE Campus

WAGE/HOUR STATUS:Exempt

PAY GRADE:AI2 Eligible for Teacher Incentive Allotment Compensation

DAYS:197

ACE STIPEND:$2500 Annual ACE Instructional Support Stipend (in accordance withthe District ACE Compensation Plan)

PRIMARY PURPOSE

The Student Support Specialist Accelerating Campus Excellence (ACE) Campus supports the implementation of the Accelerating Campus Excellence (ACE) model by coordinating systems of academic behavioral and attendance support for students identified as at risk of academic failure or disengagement from school.

The Student Support Specialist works collaboratively with campus leadership instructional staff and support personnel to provide comprehensive coordinated andtimelyinterventions designed to improve student position plays a key role in implementing Multi-Tiered Systems of Support (MTSS) supporting Response to Intervention (RTI) processes and ensuring that students receive the targeted services necessary to succeed academically.

Through data analysis progress monitoring and collaboration with teachers and intervention staff the Student Support Specialist helps ensure that students receive personalized support aligned with campus instructional goals and accountability expectations.

All employees of Spring ISD are expected to act with integrity support organizational goals communicate in a clear and respectful manner champion the needs of our students and drive continuous improvement.

QUALIFICATIONS

Required

• Bachelors degree from an accredited college or university

• Valid Texas teaching certificate

Preferred

• Minimum of three (3) years of successful classroom teaching experience

• Experience working with at-risk student populations

• Experience supporting intervention programs or MTSS/RTI systems

• Experience analyzing student performance data to guide interventions

SPECIAL KNOWLEDGE / SKILLS

• Thorough understanding of state and federal accountability systems

• Comprehensive knowledge of state assessments and accountability expectations

• Knowledge of district curriculum and intervention programs

• Knowledge of MTSS and Response to Intervention (RTI) frameworks

• Ability to analyze and interpret student achievement data

• Strong organizational communication and interpersonal skills

• Ability to work collaboratively with teachers administrators and support staff

• Ability to communicate effectively with students families and campus personnel

• Ability to prepare reports and presentations related to student performance and intervention outcomes

• Strong attention to detail and ability to meet required deadlines

MAJOR RESPONSIBILITIES AND DUTIES

Student Intervention and Academic Support

• Provide targeted academic support and interventions for studentsidentified asat risk of academic failure.

• Assistwith planning and implementation of effective academic intervention strategies.

• Monitor the academic progress of students receiving intervention services.

• Collaborate with Instructional Specialists and teachers to ensure students receiveappropriate academicsupports.
  Support teachers in implementing classroom strategies designed to improve student learning and engagement.

Data Analysis and Student Progress Monitoring

• Analyze student performance data toidentifytrends and areas for instructional improvement.

• Assistcampus teams inidentifyingstudents in need ofadditionalacademic behavioral or attendance support.

• Monitor intervention effectiveness through ongoing data analysis and progress monitoring.

• Support campus staff in tracking and documenting student intervention efforts.

Student Support Systems and Compliance

• Lead andmonitorthe implementation of the campus MTSS/RTI process for both academic and behavioral interventions.

• Conduct data analysis to guide RTI team decisionsregardingstudent support strategies.

• Ensure student intervention documentation and progress monitoring records are maintained accurately.

• Monitor PEIMS coding and documentation to ensure compliance with federal and state regulations.

• Communicate with teachers administrators and support staffregardingstudent progress and neededsupports.

Campus Collaboration and Leadership

• Lead and activelyparticipatein Professional Learning Communities (PLCs) focused on improving student outcomes.

• Collaborate with campus Instructional Leadership Teams (ILT) to support student success initiatives.

• Support campus administrators in implementing strategies designed to improve attendance behavior and academic performance.

• Participate in district and campus professional development to remain current on best practices for supporting at-risk students.

Professional Responsibilities

• Maintain professionalism in conduct communication and workethic.

• Maintainaccuraterecords related to student interventions and progress monitoring.

• Adhere to the Texas Education Code of Ethics and district policies.

• Support campus initiatives designed to improve student achievement and engagement.

• Participate in all required professional development and training which may occur within or outside the regular instructional day or employee work calendar as part of the ACE instructional model.

• Perform all otherduties asassigned by campus administration.

WORKING CONDITIONS

The usual and customary methods of performing the jobs functions require the following physical demands: physical mobility standing prolonged sitting some lifting carrying pushing and/or pulling. This position may require travel within the district and statewide.

Mental demands include the ability to solve problems and deal with a variety of situations; interpret and analyze multiple forms of data; interpret state and district policies; apply knowledge of current educational research and practices; communicate effectively both orally and in writing; andmaintainemotional control under stress.

The position may require participation in professional development collaborative planning sessions and instructional meetings beyond the standard school day as part of the ACE instructional model.

DISCLAIMER

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may berequired.

SPECIAL FUNDING

This position may be funded by federal and/or state grants. Employment is expressly conditioned on the availability of full funding for the full funding becomes unavailable employment may be subject to termination or nonrenewal as applicable.

Required Experience:

IC