[School Year 2026-2027] Student Support Manager and Interventionist

Roughly 40% of working hours

Schedule Special Education Meetings (i.e. IEP, Re-Evaluation, etc) in partnership with the DOE prior to compliance deadlines, calendaring with and communicating with all necessary team members (i.e. school leadership, teachers, families, related service providers), and ensuring families and DOE have all necessary documents at least 10 days prior to the meeting;

Facilitate IEP meetings in partnership with the DOE by using a strengths-based and family-centered approach;

Work alongside the Network Director of Student Support to support families with placement transitions (i.e. requesting placement letter from the DOE);

Keep accurate IEP Testing Accommodation records and work with the Operations and Data teams when creating and monitoring accommodation groups for all formative, summative and state exams (ie. Regents, PSATs, SATs, etc)

Ensure all special education meetings have translators present whenever needed;

Maintain accurate student special education records (IEP documents, 504 Plans, FBAs, BIPs, transportation documents) using a school provided tracker and upload all reports to each individual student file;

Collect all needed reports and ensure all student data is entered into the required tools (i.e. SESIS) at least 24 hours prior to the start of special education meetings;

Work in collaboration with the College and Career Readiness department when preparing DCHS 12th grade students to graduate from DREAM (i.e. Exit Summaries)

Work closely with the school operations team during enrollment (including over the summer) to ensure DREAM has the needed documents to best support the student (i.e. IEP);

Meet with the Dean of Student Support and Network Director of Student Support on a regular cadence to ensure alignment regarding all components of the special education compliance process.

Roughly 60% of working hours

Teach small group instructional lessons and plan and provide interventions with fidelity;

Implement a variety of researched-based instructional intervention strategies in both reading and math with fidelity (including but not limited to REWARDS and Regents preparation);

Ensure transferability of skills learned within the small group reading intervention setting into the larger classroom setting by providing visual tools for students to implement with support from the classroom teachers

Model responses and provide visual anchors/agendas/materials and lead students through guided and independent practice while regularly checking for understanding;

Actively progress monitor student data at least weekly tied to individual student group or individual instructional goals using the school provided data tracker; 

Serve as a resource for families, teachers, and staff to ensure the understanding of the individuals needs and diagnoses;

Demonstrate understanding within the field of Special Education by integrating a student’s Individual Education Plan (IEP) into the designated reading intervention program by planning and monitoring student IEP reading goals, sharing student data both verbally and in writing during IEP meetings;

Actively participate in all meetings, collaborative planning, and professional development, including an annual summer institute;

Create a positive, achievement-oriented and structured learning environment with a high joy factor so that students are excited about and invested in their academic excellence;

Be an active member of the School Support team and Response-to-Intervention team and assist in developing strategies to support students in need;

Set and reinforce clear expectations and routines that are aligned with the school’s overall vision;

Engage parents and families in their children’s academic success through regular communication of success and challenges; communicate regularly with parents about student progress and IEPs;

Additional duties related to the running of the school as assigned.

Bachelor’s degree required; Masters Degree in Special Education or Reading, preferred;

3 or more years of teaching experience in a special education setting with a record of high student achievement, required;

Appropriate New York State certification in Special Education, preferred;

A desire to make a difference in the lives of our students, families and community;

A commitment to working with diverse populations of families and students, including those at risk of educational failure;

Bilingual (Spanish) preferred;

Understanding of Rewards and/or CSR, preferred; 

A strong belief in the mission and values of DREAM, including the desire to make a difference in the lives of our students, families, and community.

Time is allocated across both direct student intervention and special education case management responsibilities, with the balance shifting throughout the year.

During certain periods, the role may include a heavier focus on small group instruction and academic intervention; during other periods, responsibilities may shift more toward IEP-related preparation, meetings, documentation, and compliance-related tasks.

Summer work focuses on preparing for the upcoming school year and ensuring continuity of services for students with IEPs.

Responsibilities may include supporting enrollment and intake, maintaining special education documentation, preparing for upcoming IEP meetings and compliance timelines, providing student interventions (e.g., during summer school), conducting family outreach, supporting or facilitating meetings, and planning for student services and programming for the upcoming school year.