CA Director of Student Support Services

Job Description

Job Description

Deadline: January 30, 2026

Certificate: N/A / Job Order: 2025-456 / 1 Position (On-Site)

MISSION:

RCMA Charters is a nonprofit network of K-8 Spanish-English dual language charter schools built to expand educational opportunities for low-income and migrant families living in Florida’s rural communities. We believe that all of our students deserve an excellent education that celebrates their rich cultural and linguistic heritage, challenges them to reach their highest academic potential, and supports them to develop their innate talents and unique abilities. To ensure our students succeed, we need great people who commit themselves to the urgent, exciting work of providing transformational education.

BENEFITS:

In addition, RCMA offers a comprehensive benefits package for full-time employees. This includes a $40,000 Basic Life Insurance and Long-Term Disability Insurance covered 100% by RCMA. Benefits include medical, dental, vision, voluntary life insurance, short-term disability insurance, and a retirement plan. Eligible employees receive holiday pay, personal time off, and tuition assistance.

PURPOSE OF POSITION: The Director of Student Support Services plays a critical role in ensuring the implementation and effectiveness of the Multi-Tiered System of Supports (MTSS) framework and oversees special education (IEPs, 504s, gifted) services within our organization. As a member of RCMA charters’ site-based leadership team, the individual will be a leading advocate for providing equitable access to our dual language program and support for students with diverse learning needs. The Director of Student Support Services’ strategic leadership and expertise will drive the development and execution of initiatives aimed at improving outcomes for all students, particularly those requiring special services.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following; however, other duties may be assigned.

Strategic Planning:

1. Works with other school and network leaders to develop and implement comprehensive plans for MTSS and special education services aligned with the organization’s mission, goals, and legal requirements.
2. Creates a vision for how student support staff collaborate to ensure student success.
3. Supports the principal to remove barriers to effective student support systems and to build a staff culture around MTSS/ESE.

Leadership:

1. Leads a team of educators, specialists, and support staff responsible for implementing MTSS Tier 1, 2, and 3 and delivering special education services. Fosters a culture of collaboration, problem-solving, professionalism, and efficiency within the team.
2. Promotes an asset-based, growth mindset toward improving outcomes for all children.
3. Builds a culture of student-centered compliance, which maximizes resources to impact the most students.
4. Builds capacity in staff rather than directly providing services to students.
5. Supervises and evaluates ESE teachers, the ELL coordinator, and intervention staff.
6. Serves as a member of the school-based threat assessment team.

Program Development and Evaluation:

1. Collaborates with school leaders to design, implement, and evaluate evidence-based practices and interventions within the MTSS framework to support the academic, behavioral, social-emotional, and attendance needs of all students, including those with disabilities. Uses data to assess program effectiveness and make data-driven adjustments as needed.

1. Ensures that a plan for student support includes established intervention continuums, clear student support roles and responsibilities, collaborative meeting structures, efficient data and monitoring systems, and proactive screening tools.
2. Responsible for scheduling and facilitating monthly MTSS Standing Team meetings, bi-weekly grade-level meetings, and weekly ESE/intervention team meetings.
3. Creates and maintains a systematic MTSS referral system for teachers and staff.
4. Coordinates all ESE and MTSS services, including those provided by the district, contracted providers, and community partners.
5. Works with the principal and other leaders to create a schedule for providing ESE/intervention services.
6. Supports the launch and implementation of new MTSS interventions.
7. Oversees design of intervention continuums, including entry and exit criteria.
8. Works with the principal and leadership team to coordinate testing accommodations for ESE and ESOL students.

Data Analysis and Decision-Making:

1. Uses data systems to monitor student progress in Tiers 1, 2, and 3 (across academics, behavior, and social-emotional domains), identifies areas for improvement, and makes informed decisions about interventions and resource allocations. Analyzes data, progress monitoring results, and other relevant metrics to drive continuous improvement efforts.
2. Maintains data tools for internal and external accountability.
3. Maintains a data tool that maximizes the ability to analyze, communicate, and make decisions on student needs reducing confusion and inaccuracies; should be kept up-to-date and available to network and school leaders.
4. Aligns data tool to entry/exit criteria for interventions.
5. Works with the principal and leadership team to select Tier 1 data points that could flag students for a Tier 2/3 intervention.
6. Uses Tier 1 data to identify students for intervention.
7. Tracks students enrolled in MTSS interventions, when they enter/exit interventions and progress made during those interventions.
8. Tracks students who are in danger of 3rd-grade retention, ensuring all necessary procedures for notification, intervention, and alternative promotion paths are in place.
9. Meets bi-weekly with the principal to address MTSS/intervention/ESE data, including situations where MTSS systems break down because data is not reliable, easy to enter, or easy to review.

Compliance:

1. Ensures compliance with federal, state, and local regulations governing special education services, including Individualized Education Programs (IEPs), 504 plans, Tier 2 and 3 interventions, and other relevant mandates. Stays informed about changes in special education law and policy and provides guidance to the leadership team and other staff as needed.
2. Responsible for ensuring district and state compliance with all ESE/MTSS requirements. Serves as a liaison between the school district and external agencies, advocacy groups, and service providers.
3. Ensures staff maintains required certifications for delivering ESE and MTSS services.
4. Works with the principal to proactively identify gaps in compliance and to develop plans to address those gaps.

1. Collaborates with the school leadership team on district compliance including but not limited to the School Improvement Plan, Comprehensive Needs Assessment, and Comprehensive Evidence-Based Reading Plan.

Professional Development:

1. Coordinates with the school leader to offer professional development opportunities related to MTSS, special education best practices, differentiated instruction, behavior management and support, and other relevant topics. Ensures ongoing learning and professional growth for the MTSS/Special education team.
2. Ensures all stakeholders understand the MTSS process, including referrals, intervention, and eligibility.
3. Provides coaching and professional development for ESE/MTSS staff.
4. Uses data to identify and provide professional development opportunities related to MTSS/ESE/504s for all staff.

OTHER RESPONSABILITIES:

Ensuring excellent, efficient MTSS is the primary function of this role. Other duties may be assigned based on school needs and skills, but the priority will always be coordinated student services.

MANDATORY QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty element satisfactorily while exercising independent judgment and discretion under the general supervision of the Charter Academy Principal. The requirements below are representative of the knowledge, skill, and/or ability required. The individual must meet age, medical, moral character, and any other requirements as defined by Florida Statutes. Florida Statute 231.02 requires all Charter School employees to be fingerprinted. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

EDUCATION AND EXPERIENCE:

• Bachelor’s degree or Master’s Degree in Education/Educational Administration, or related field.
• Must have a minimum of five years of previous experience working in an educational environment.
• Must have a valid, current Florida Teaching Certificate, with an Endorsement in some type of Exceptional Student Services Education.
• Must keep this Certificate up-to-date during the length of employment.
• Bilingual Spanish/English preferred.

RCMA is an equal opportunity/affirmative action employer and a drug‑free workplace.