Student Support Facilitator (2026-2027 SY), Tussahaw Elementary

Henry County Schools•McDonough, GA

1d•Onsite

About The Position

The Student Support Facilitator (SSF) plays a crucial role in supporting students with exceptionalities and ensuring compliance with educational guidelines. This position works closely with school leadership, teachers, parents, and district ESE (Exceptional Student Education) offices to facilitate services, monitor progress, and implement effective educational strategies. The SSF is responsible for ensuring legal compliance with federal, state, and local guidelines related to IDEA (Individuals with Disabilities Education Act) and IEP (Individualized Education Program) implementation, providing instructional support, and coordinating data collection for reporting purposes.

Requirements

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.
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 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 bending and lifting/pushing/pulling up to 50 pounds.
Must be able to properly and consistently supervise students, particularly during emergency situations.
Vision, hearing, written, and verbal communications are essential factors in performing required tasks.

Responsibilities

Assist the Principal and school leadership team with scheduling ESE students per the IEP, maximizing services by reviewing staff, student, and master schedules.
Serve as a liaison between the district ESE office and the local school.
Ensure legal compliance with federal, state, and local guidelines related to IDEA and IEP implementation, serving as a resource for school principal and staff.
Review IEPs and provide constructive feedback.
Attend IEP meetings and provide constructive feedback; facilitate eligibility meetings, Initial Placement, Transfer Acceptance, Annual Review, and Addendum meetings.
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 supporting progress monitoring.
Provide instructional support to school staff through classroom observations, data analysis, modeling, coaching, and feedback.
Plan, develop, and implement professional development for teachers on writing measurable goals, providing specially designed instruction, and using data for instructional planning.
Support implementation of assessment practices through teacher training on IEP development.
Coordinate and support data collection for required system, state, and federal reporting.
Analyze ESE data to provide feedback to classroom teachers and the leadership team, offering specific modeling and coaching opportunities.
Develop and implement strategies to improve individual student and subgroup transition success rates.
Consult with the MTSS (Multi-Tiered System of Supports) administrator regarding students referred for comprehensive evaluation.
Support school staff in re-evaluation requirements and determinations.
Support schools in executing the district process for consistently monitoring student academic and behavioral intervention progress.
Assist the Principal and school leadership with the implementation and evaluation of the continuous improvement process, linking program goals and CSIPs (Comprehensive System of Improvement Plans) to the district vision and strategic direction.
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.