Student Support Facilitator (2026-2027 SY), Dutchtown Middle

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    "ExternalDescriptionStr": "<div>\n <b>Position Title:&nbsp; Student Support Facilitator (SSF)</b>\n</div>\n<div>\n <b>Division:&nbsp; Family &amp; Student Support Services and School</b>\n</div>\n<div>\n <b>Reports To:&nbsp; Principal</b>\n</div>\n<div>\n <b>FLSA Status:&nbsp; Exempt</b>\n</div>\n<div>\n <b>Salary Schedule:&nbsp; Teacher</b>\n</div>\n<div>\n <b>Work Days:&nbsp; 200</b>\n</div>\n<div>\n <br/>\n</div><b>\n <div>\n </div>Essential Duties:&nbsp;&nbsp;</b>\n<div>\n <ol>\n  <li>Assist the Principal and school leadership team with scheduling ESE students per the IEP, maximize services of ESE students by reviewing staff schedules, student schedules, and the master schedule.&nbsp;&nbsp;</li>\n  <li>Serve as liaison between district ESE office and local school.</li>\n  <li>Ensure legal compliance with federal, state, and local guidelines related to IDEA and IEP implementation. Serve as a resource to ensure school principal and staff maintain compliance at the school level with all federal, state, and local rules and regulations, as well as Henry County Schools’ practices.</li>\n  <li>Review IEPs and provide constructive feedback.&nbsp;</li>\n  <li>Attend IEP meetings and provide constructive feedback. Facilitate eligibility meetings (Initial and Comprehensive Reevaluations), Initial Placement, Transfer Acceptance, Annual Review, and Addendum meetings as appropriate.</li>\n  <li>Serve as a liaison between parents, community, and school stakeholders to ensure compliance.</li>\n  <li>Assist special education teachers and IEP Teams by analyzing student data, determining data collection processes, and providing support for progress monitoring.&nbsp; Provide instructional support to school staff through classroom observations, data analysis, modeling, coaching, and feedback.&nbsp;</li>\n  <li>Plan, develop, and implement professional development to assist teachers in writing measurable goals, providing specially designed instruction, using data to improve instructional practices.&nbsp; Support implementation of assessment practices through teacher training on IEP development.</li>\n  <li>Coordinate and support data collection for required system, state, and federal reporting, including but not limited to FTE, Student Record, and Postsecondary Surveys.</li>\n  <li>Analyze Exceptional Student Education data to provide feedback to classroom teachers and the leadership team and offer specific modeling and coaching opportunities.</li>\n  <li>Develop and implement strategies to improve individual student and subgroup transition success rates.&nbsp;</li>\n  <li>Consult with the MTSS administrator regarding those students being referred/potentially referred for a comprehensive evaluation.&nbsp;</li>\n  <li>Support school staff in re-evaluation requirements and determinations related to federal, state, and local rules and regulations.</li>\n  <li>Support schools in executing the district process for consistently monitoring the progress of students’ academic and behavioral interventions.&nbsp;</li>\n  <li>Assist the Principal and school leadership with the implementation and evaluation of the continuous improvement process.&nbsp; Assist with linking program goals and CSIPs to the district vision and strategic direction. Work directly with school leadership to ensure school improvement efforts align with Henry County’s community-inspired strategic plan.</li>\n  <li>Provide leadership and support to students, teachers, and families served in exceptional student education.</li>\n  <li>Attend district trainings and meetings as required.</li>\n  <li>Perform other duties and responsibilities as assigned.&nbsp;</li>\n </ol>\n</div>\n<div>\n <b>Qualifications:&nbsp;</b>\n</div>\n<div>\n <ol>\n  <li>Hold a BA, BS, MA, or MEd in Special Education.&nbsp; Hold or be eligible for a minimum of a T-5 Georgia Educator Certificate.</li>\n  <li>Minimum of three years of successful certified-level experience in education.&nbsp;</li>\n  <li>Knowledge of the SST/MTSS/RTI process, required.&nbsp;</li>\n  <li>Knowledge of local, state, and federal guidelines as relates to IDEA, and federal, state, and local rules and regulations as relates to ESE.&nbsp; &nbsp;</li>\n  <li>Ability to assist teachers with research-based based interventions to support students in general education.&nbsp;&nbsp;</li>\n  <li>Ability to differentiate instruction, integrate technology into the curriculum with tiered interventions, and apply student data for instructional planning for students with disabilities.&nbsp;&nbsp;</li>\n  <li>Skilled at collaborative decision-making for individual student and staff growth, and at working with a diverse group of students with disabilities.&nbsp;&nbsp;</li>\n  <li>Ability to maintain highly confidential information professionally, organize own work, set priorities, and meet critical deadlines.&nbsp;</li>\n  <li>Ability to work well with students, parents, staff, and the community.&nbsp;</li>\n  <li>Exceptional integrity, commitment to confidentiality, excellent character, and strong professional reputation.&nbsp;</li>\n  <li>Ability to abide by the Georgia Professional Standards Code of Ethics for Educators.&nbsp;</li>\n  <li>Must be regularly, predictably, and reliably at work.</li>\n  <li>Ability to be present at the physical worksite.&nbsp;</li>\n  <li>Must perform tasks involving prolonged periods of standing, walking, and sitting.</li>\n  <li>Must perform routine physical activities such as bending and lifting/pushing/pulling up to 50 pounds.&nbsp;</li>\n  <li>Must be able to properly and consistently supervise students, particularly during emergency situations.&nbsp;</li>\n  <li>Vision, hearing, written, and verbal communications are essential factors in performing required tasks.</li>\n </ol>\n</div>",
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