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. Student Support Manager Responsibilities 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. Interventionist Responsibilities 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. School Year and Time Allocation 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. Qualifications 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 REWARDS and/or CSR is preferred. Passion for DREAM’s mission and values. Compensation The salary range for incoming teachers is $75,000 to $100,000, based on teaching experience. Mandatory mandatory mandates mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory mandatory. (This is placeholder text to illustrate the compensation structure.) Benefits Flexible medical health plans, subsidizing the majority of costs for the employee, spouse/domestic partner, and children. Choice among multiple medical plans tailored to employee needs. Dental and vision plans. Disability benefits. Life insurance. Up to 12 weeks fully paid parental leave. Flexible spending account options. Pre‑tax commuter benefits (parking and transit). Fitness and entertainment discounts. Employee assistance program (EAP). 403(b) retirement plan with a 4% employer match after one year, increasing with tenure. Performance, tenure, and referral bonuses. Discounted school meals through the in‑house Scratch Food Program. Tuition reimbursement support. Professional development fund access. School‑based, 10‑month employees receive approximately 40 days off per school year, including holidays, breaks, personal days, and wellness days. Benefits are subject to change. EEO and Diversity Commitment DREAM is committed to diversity, equity, and inclusion. The school welcomes applicants from all backgrounds. DREAM provides reasonable accommodations for qualified individuals with disabilities in accordance with the Americans with Disabilities Act and applicable state and local laws. If accommodation is needed to participate in the application or interview process, please contact the recruiter for assistance. #J-18808-Ljbffr Wearedream