Specialist, Student Support - Accelerating Campus Excellence (ACE) Campus

Day per Year: 197


Min: $66,105


Mid: $79,645


(Based on 2025-2026 Pay Scale)

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: $2,500 Annual ACE Instructional Support Stipend (in accordance with the 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, and timely interventions designed to improve student outcomes. The 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

• Bachelor's 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 students identified as at risk of academic failure.
• Assist with 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 receive appropriate academic supports.
• Support teachers in implementing classroom strategies designed to improve student learning and engagement.

Data Analysis and Student Progress Monitoring

• Analyze student performance data to identify trends and areas for instructional improvement.
• Assist campus teams in identifying students in need of additional academic, 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 and monitor the implementation of the campus MTSS/RTI process for both academic and behavioral interventions.
• Conduct data analysis to guide RTI team decisions regarding student 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 staff regarding student progress and needed supports.

Campus Collaboration and Leadership

• Lead and actively participate in 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 work ethic.
• Maintain accurate records 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 other duties as assigned by campus administration.

WORKING CONDITIONS

The usual and customary methods of performing the job's 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; and maintain emotional 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 be required.


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 position. If full funding becomes unavailable, employment may be subject to termination or nonrenewal, as applicable.