MTSS Student Support Specialist - Beaufort County School District : Job Details

Employment in this position is effective August 14, 2025. A detailed job description is outlined below. Candidate must be eligible for a teaching license in NC. Licensure information can be found here: Candidates should contact Kimberly Gibbs, Director of Exceptional Children, at [email protected] or 252-###-####. To be considered for this position, you must have a completed BCS application online and contact the Director listed above. The application is found at www.beaufort.k12.nc.us under the Employment section. BEAUFORT COUNTY SCHOOLS JOB DESCRIPTIONJOB TITLE:EXCEPTIONAL CHILDREN SERVICES-MTSS/STUDENT SUPPORT GENERAL STATEMENT OF JOB Under general supervision, performs a variety of professional, instructional, administrative, and leadership tasks to facilitate activities with the Exceptional Children's department for all of Beaufort County Schools. The purpose of this position is to work with schools to address procedural compliance, educational accountability, and instructional improvement and to promote the availability of a free appropriate public education for all students with disabilities. Work involves advising school principals to ensure that MTSS & IEP Teams are constituted and function in accordance with legal requirements and ensuring the implementation of required policies and procedures affecting students with disabilities. Program administrators work collaboratively with teachers, school psychologists, parents and related services personnel to assure that psychological reports, medical reports, IEPs, achievement test results, and instructional data are available to assist in identification, eligibility, placement, IEP development, service provision, and instruction for students with disabilities. Work is guided by and must be in compliance with federal and state statutes and regulations. Employee must exercise independent judgment, leadership, and initiative in the performance of assignments. Reports to the Director of Exceptional Children's Services. SPECIFIC DUTIES AND RESPONSIBILITIES ESSENTIAL JOB FUNCTIONS Ensures the implementation of required federal, state and local policies and procedures affecting students with disabilities at all assigned schools. Facilitates the incorporation of PBIS and RTI/MTSS into the school environment and EC service delivery models at schools implementing these programs. Works with principals and teachers to interpret compliance as a process for supporting teaching and learning. Collaborates with schools when students are referred for special education referrals. Works cooperatively with the school principal to assure that the IEP Team is constituted and functions in accordance with legal requirements. Monitors the implementation of a full continuum of services at the school to which s/he is assigned. Completes monthly compliance updates and distributes to EC staff and administration at schools. Monitors IEPs and EC paperwork for compliance. Assists with data collection for: State Required Child count (April and December), Group home and foster home reporting, CIPP data collection (class enrollment forms, transportation, Indicators 11, 13, 14) Parent surveys. Audits records for students with disabilities to ensure accurate and timely compliance. Works with principals and teachers to emphasize using data to support educational decision making. Assists in the collection, analysis, and interpretation of data needed for planning, reporting, securing services, providing professional development, and making decisions. Works collaboratively with school staff to collect required EC data in a timely manner. Provides support and assistance in implementing special education and related services to principals, teachers, and staff in assigned schools. Works with principals, regional coordinators, and teachers to improve student outcomes by building school capacity to integrate best practices in teaching, learning, and assessment. Facilitates collaboration among teachers and staff in assigned schools. Coordinates the provision of technical assistance to assigned schools, including needed professional development. Provides professional development for BCS employees as needed. Promotes the use of research-based practices in the identification, instruction, and assessment of students with disabilities. Assists principals in selection, and retention of highly qualified special education teachers. Assists parents and schools in the successful transition of students new to the district into appropriate services and programs - Contact /obtain out of county and out of state documents when students enroll in BCS in a timely manner. Observe classrooms to identify student and / or teacher needs. Provide supports to new teachers with compliance, IEP meetings, and instruction. Facilitates the dissemination of best practices regarding curriculum and instructional methodology. Model teaching. Identifies appropriate instructional resources for teachers. Facilitates appropriate professional development for teachers based on individual school/teacher/student needs (literacy, math, behavior, instructional delivery, professional development appropriate to area of eligibility and individual student needs). Use of data to make informed educational decisions for students. Completes walk-throughs and fidelity checks in separate level classrooms, resource classrooms and co-teaching situations. Communicates areas of strength as well as areas of need to principals and curriculum facilitators to improve educational outcomes for students with disabilities. Works collaboratively with curriculum and instruction facilitators, coaches and specialists to implement district initiatives and provide coaching to teachers. Monitors service delivery to all EC students receiving services including those EC students on Home/Hospital. Supports EC teachers as appropriate in the development and implementation of quality IEPs. Assists EC teachers as appropriate in the preparation for IEP Team meetings and attends IEP meetings in situations where additional instructional and administrative support is found to be necessary. Assist schools with scheduling, creating matrix for scheduling. Advocates for full participation of all students in school and community activities. Increases effectiveness by fostering internal and external collaboration. Establishes, facilitates, and maintains an on-going system of communication with school personnel and parents. Provides leadership and coordinates activities and monthly departmental meetings at assigned schools. Works with other district programs that are implemented at assigned schools, including PBIS. Develops partnerships with universities, businesses, organizations, community agencies, and neighboring school districts to enhance professional development opportunities for BCS personnel. Works with the district leadership team to foster positive connections among the district, schools, parents, students, community agencies and organizations, and the general public. Receives and facilitates the resolution of concerns regarding students with disabilities, from parents, administrators, teachers, and supervisors. Knowledgeable of FBA's/BIPS and Facilitates Manifestation Determination Reviews. Assists school with developing compensatory education plans when necessary. Attend IEP meetings as requested by schools, when advocates are in attendance, any potentially contentious situations, etc. Conduct presentations. Work and communicate with diverse groups and organizations. Provides leadership and coordinates activities and monthly departmental meetings at assigned schools. Establishes and maintains an on-going system of communication with school personnel and parents. Monitors IEPs for quality. Observe and submit justification for additional assistance on students who require a behavior support assistant or personal care assistant. ADDITIONAL JOB FUNCTIONS Performs other related work as required. Other responsibilities assigned by immediate EC supervisor as appropriate. Responds to daily compliance/instructional/behavioral/policy/procedural questions received from teachers and administration. MINIMUM TRAINING AND EXPERIENCE Bachelor's degree in special education or a related field and at least three years of successful teaching or related experience with students with disabilities; or any equivalent combination of training and experience that provides the required knowledge, skills, and abilities. KNOWLEDGE, SKILLS AND ABILITIES Considerable knowledge of federal and state statutes and regulations regarding provision of services to students with disabilities. Considerable knowledge of the County and School Board policies, procedures and standards regarding exceptional children education. Considerable knowledge of the principles and practices of testing and interpretation of test data. Working knowledge of the principles of supervision, organization and administration. General knowledge of the ethical guidelines applicable to the position is outlined by professional organizations and/or federal, state and local laws, rules and regulations. General knowledge of the North Carolina Standard Course of Study. Skill in providing leadership. Ability to evaluate the effectiveness of existing programs and make recommendations for improvement. Ability to work and communicate with diverse groups and organizations. Ability to exercise independent judgment in determining eligibility, type of services to be provided, and placement of students with disabilities in the least restrictive environment. Ability to develop and conduct presentations. Ability to use common office machines and popular computer-driven word processing, spreadsheet and file maintenance programs. Ability to maintain complete and accurate records and statistics and to develop meaningful reports from that information. Ability to effectively express ideas orally and in writing. Ability to establish and maintain effective working relationships as necessitated by work assignments. DISCLAIMER The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job