About Breakthrough Montessori Public Charter School Breakthrough Montessori Public Charter School's mission is to provide diverse families of Washington DC a public Montessori education designed to enable children to develop within themselves the power to shape their lives and the world around them. Our vision is for students to have the competence and courage to individually excel, and collectively build a just society. Breakthrough Montessori Public Charter School was founded in early 2016 in Washington, DC and currently serves 388 students from Pre-K 3 through grade 6. At Breakthrough Montessori PCS, we believe in the unbounded potential of all children; students of all races, classes, genders, sexual orientations, abilities, and backgrounds deserve a personalized education. Our school is grounded in an institutional commitment to development, prevention, and community. We support human development through a strict application of the time-tested Montessori instructional model. We support prevention through early learning, support, and intervention, enabling us to quickly and effectively address learning challenges. Finally, we support the community through an intensive approach to family engagement.  Breakthrough Montessori PCS is committed to equity in all areas of our school's work. We believe in the unbounded potential of all children. Therefore, we are a supportive environment that seeks to employ a diverse staff reflective of all genders, races, ethnicities, religions, sexual orientations, and backgrounds.  Breakthrough Montessori PCS is a coaching school; all team members receive and give coaching to support professional growth.  Position Summary: Under the direction of the Executive Director, the Director of Student Support serves as a member of the school’s administrative team and leads the development and implementation of systems that ensure all students receive the academic, behavioral, and social-emotional supports needed to thrive. The Director works to ensure that Breakthrough students receive a high-quality, differentiated education that meets their individual learning needs and goals, while promoting the school’s anti-racist, anti-bias commitment to equitable access to learning and support services. The Director of Student Support oversees the school’s Multi-Tiered System of Supports (MTSS) and provides leadership across special education, Section 504, English Learner (EL), and social-emotional learning supports. This role supervises student support personnel, including Student Support Coordinators, special education teachers, Dedicated Aides and service providers, and works closely with school leadership and classroom teams to ensure coordinated services across the school. The Director is responsible for ensuring compliance with federal, state, and District of Columbia Office of the State Superintendent of Education (OSSE) requirements, including oversight of IEP processes, reporting systems, and student support data. In partnership with the Executive Director and school leadership team, the Director helps shape the strategic direction of student support systems and builds staff capacity to effectively support diverse learners. Essential Functions and Responsibilities: The Director of Student is a 12-month position. Working hours are Mondays from 8:00am-4:30 pm and Tuesday-Friday 8:00am-4:00pm. Responsibilities include the following: Development and Implementation of Student Support Systems * Leads the development, implementation, and continuous improvement of systems that ensure all students receive the academic, behavioral, and social-emotional supports needed to thrive. * Oversees the implementation and ongoing development of the school’s Multi-Tiered System of Supports (MTSS), ensuring alignment across academic, behavioral, and social-emotional interventions. * Ensures student support practices align with the school’s mission, Montessori philosophy, and commitment to whole-child development. * Works with educators and school leadership to ensure equitable access to appropriate supports and interventions for all students. * Establishes clear systems and processes for identifying student needs, implementing interventions, and monitoring progress. Special Education and Student Services Leadership * Oversees the implementation of services for students with Individualized Education Programs (IEPs), Section 504 plans, and English Learner (EL) supports. * Ensures that IEPs and 504 plans are implemented consistently and effectively across classrooms. * Oversees the coordination of evaluations, IEP meetings, and progress monitoring. * Serves as the Local Education Agency (LEA) representative for IEP meetings when appropriate. * Coordinates with related service providers to ensure appropriate programming and services for students. Compliance and Documentation * Ensures the school’s compliance with federal, state, and District of Columbia Office of the State Superintendent of Education (OSSE) regulations related to special education, Section 504, and student services. * Monitors timelines and documentation requirements for evaluations, IEP meetings, service delivery, and related processes. * Oversees required reporting and documentation related to student support services. * Supports the school during OSSE audits, compliance reviews, and reporting processes. Staff Supervision and Development * Supervises Student Support Coordinators, special education teachers, and other student support staff. * Serves as a subject matter expert on special education, MTSS, and inclusive student support practices. * Provides coaching and professional development to staff on inclusive practices, MTSS implementation, accommodations, and differentiated instruction. * Builds staff capacity to support diverse learners and implement effective student support strategies. Data and Assessment * Oversees systems for monitoring student progress related to academic performance, behavior, and interventions. * Uses student data to guide decision-making and improve student support systems. * Collaborates with school leadership to review outcomes and adjust supports as needed. * Ensures that student support data is used effectively to inform instruction and intervention planning. Collaboration, Communication, and Community Relations * Collaborates with school leadership, educators, and specialists to ensure coordinated support for students. * Builds strong partnerships with families to support student success and well-being. * Serves as a liaison between the school and external service providers and agencies. * Supports families in understanding student support services, processes, and available resources. Required Competencies and Qualifications: * Commitment to equitable and inclusive education and a belief in the potential of every child. * Strong knowledge of Multi-Tiered Systems of Support (MTSS) and student intervention systems. * Knowledge of IDEA, Section 504, and District of Columbia OSSE regulations related to special education and student services. * Demonstrated ability to lead or coordinate complex student support systems within a school environment. * Ability to collaborate effectively with teachers, assistants, families, and community partners. * Strong organizational, problem-solving, and communication skills. * Ability to manage multiple processes, priorities, and compliance timelines simultaneously. * Commitment to maintaining the confidentiality of students and families. Education and Experience: * Bachelor’s degree required; graduate degree in education, special education, social work, counseling, or a related field preferred. * Minimum of three to five years of direct experience in education, special education, or student support services. * Experience collaborating closely with classroom teachers and assistants to support student learning and well-being. * Experience working with students and families from diverse backgrounds. * Experience leading or coordinating student support programs in a school setting preferred. * Experience working in a public charter school or familiarity with District of Columbia education regulations preferred. Working Conditions: The working environment characteristics described represent those employee encounters while performing the essential functions of this job. The position involves sitting, bending, standing, pushing, and reaching with both hands/ arms as necessary and may require some lifting up to 40lbs. In addition to the routine use of standard office equipment.