Jobs and Careers

Student Support Facilitator - 2025-2026 SY, Stockbridge High

Stockbridge, United Statesfull_timeVerifiedPosted 2 Apr 2025

About the role

Position Title: Student Support Facilitator (SSF) Division: Family & Student Support Services and School Reports To: Principal FLSA Status: Exempt Salary Schedule: Teacher Work Days: 200
Essential Duties:

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.
Serve as liaison between district ESE office and local school.
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.
Review IEPs and provide constructive feedback.
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.
Serve as a liaison between parents, community, and school stakeholders to ensure compliance.
Assist special education teachers and IEP Teams by analyzing student data, determining data collection processes, and providing support for progress monitoring. Provide instructional support to school staff through classroom observations, data analysis, modeling, coaching, and feedback.
Plan, develop, and implement professional development to assist teachers in writing measurable goals, providing specially designed instruction, using data to improve instructional practices. Support implementation of assessment practices through teacher training on IEP development.
Coordinate and support data collection for required system, state, and federal reporting, including but not limited to FTE, Student Record, and Postsecondary Surveys.
Analyze Exceptional Student Education data to provide feedback to classroom teachers and the leadership team and offer specific modeling and coaching opportunities.
Develop and implement strategies to improve individual student and subgroup transition success rates.
Consult with the MTSS administrator regarding those students being referred/potentially referred for a comprehensive evaluation.
Support school staff in re-evaluation requirements and determinations related to federal, state, and local rules and regulations.
Support schools in executing the district process for consistently monitoring the progress of students’ academic and behavioral interventions.
Assist the Principal and school leadership with the implementation and evaluation of the continuous improvement process. 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.
Provide leadership and support to students, teachers, and families served in exceptional student education.
Attend district trainings and meetings as required.
Perform other duties and responsibilities as assigned.

Qualifications:

Hold a BA, BS, MA, or MEd in Special Education. Hold or be eligible for a minimum of a T-5 Georgia Educator Certificate.
Minimum of three years of successful certified-level experience in education.
Knowledge of the SST/MTSS/RTI process, required.
Knowledge of local, state, and federal guidelines as relates to IDEA, and federal, state, and local rules and regulations as relates to ESE.
Ability to assist teachers with research-based based interventions to support students in general education.
Ability to differentiate instruction, integrate technology into the curriculum with tiered interventions, and apply student data for instructional planning for students with disabilities.
Skilled at collaborative decision-making for individual student and staff growth, and at working with a diverse group of students with disabilities.
Ability to maintain highly confidential information professionally, organize own work, set priorities, and meet critical deadlines.
Ability to work well with students, parents, staff, and the community.
Exceptional integrity, commitment to confidentiality, excellent character, and strong professional reputation.
Ability to abide by the Georgia Professional Standards Code of Ethics for Educators.
Must be regularly, predictably, and reliably at work.
Ability to be present at the physical worksite.
Must perform tasks involving prolonged periods of standing, walking, and sitting.
Must perform routine physical activities such as