Description
Definition
The Director of Integrated Student Supports provides district-level leadership for the development, implementation, monitoring, and continuous improvement of a comprehensive system of academic, behavioral, attendance, and social-emotional supports for students. A central responsibility of this position is strengthening the connection between general education supports and Exceptional Children services.
Duties and Responsibilities
• Works collaboratively with the district leaders, school administrators, teachers, interventionists, counselors, psychologists, related service providers, and Exceptional Children (EC) staff to ensure students receive timely, evidence-based supports matched to their individual needs.
• Supports Child Find responsibilities, referrals, evaluations, eligibility processes, and services for students with disabilities.
• Responsible for strengthening the connection between general education supports and Exceptional Children services to promote appropriate, timely, and coordinated student supports.
• Assists schools in identifying and implementing evidence-based interventions matched to individual student needs, including appropriate frequency, duration, intensity, and progress monitoring.
• Assists school teams in reviewing student performance, intervention history, progress-monitoring data, observations, and other relevant information when making decisions regarding additional supports or referrals.
• Assists schools in developing effective problem-solving structures, using data to identify student needs, implementing interventions with fidelity, monitoring student progress, and determining when additional or more intensive supports may be necessary.
• Assists school administrators with complex student situations, intervention structures, scheduling, staffing, and resource needs, and multidisciplinary problem-solving.
• Provides leadership and support to designated Exceptional Children programs, initiatives, compliance activities, and services as assigned by the Executive Director of Exceptional Children.
• Provides district-wide leadership for the development, implementation, monitoring, and continuous improvement of comprehensive student support and intervention systems.
• Develops and communicates consistent district expectations for universal, targeted, and intensive academic, behavioral, attendance, and social-emotional supports.
• Establishes clear procedures, resources, tools, and structures for school-based student support and problem-solving teams.
• Collaborates across Curriculum and Instruction, Exceptional Children, Student Services, School Psychology, Counseling, Behavior Support, Attendance, and school administration to create a coordinated approach to student success.
• Promotes early identification and intervention for students experiencing academic, behavioral, attendance, social-emotional, adaptive, or communication needs.
• Develops district expectations for using multiple sources of student data to identify needs, monitor progress, evaluate interventions, and guide decision-making.
• Analyzes district and school-level data to identify trends, barriers, areas of concern, and opportunities for additional professional development, resources, or administrative support.
• Supports designated Exceptional Children programs and responsibilities, including program implementation, compliance monitoring, complex student cases, IEP support, specially designed instruction, audits, corrective actions, and continuous improvement.
• Provides coaching, technical assistance, and differentiated support to principals, assistant principals, teachers, interventionists, and school-based student support teams.
• Designs and facilitate professional development related to intervention practices, progress monitoring, data analysis, behavior, early intervention, problem-solving, documentation, and connections to Exceptional Children services.
• Conducts school visits, walkthroughs, team observations, and data reviews to monitor implementation, intervention fidelity, and the effectiveness of student support systems.
• Establishes measurable indicators of effective implementation, identify schools requiring additional assistance, and develop improvement plans in collaboration with school leadership.
• Supports effective communication and collaboration with families regarding student needs, interventions, available supports, progress, and connections to special education when appropriate.
• Maintains knowledge of and support compliance with federal, state, and district requirements related to special education, Child Find, Section 504, student discipline, intervention systems, and other applicable areas.
• Promotes district-wide consistency, collaboration, accountability, and continuous improvement to ensure students receive the appropriate level of support at the appropriate time.
• Maintains a strong student-centered approach to decision-making.
• Builds positive and trusting relationships with school administrators and staff.
• Promotes and improves collaboration between general education and Exceptional Children programs.
• Provides both support and accountability to schools regarding the implementation of effective student support systems.
• Performs other related work as required.
Knowledge, Skills and Abilities
• Demonstrates knowledge of effective academic, behavioral, attendance, and social-emotional intervention practices.
• Requires a strong understanding of data-based problem solving, progress monitoring, evidence-based interventions, and continuous improvement.
• Must have extensive knowledge of federal and state requirements related to Exceptional Children, Child Find, Section 504, student discipline, and student support systems.
• Demonstrates the ability to lead professional development, coach school-based teams, and support administrators and staff in implementing effective practices.
• Maintains a strong organizational, communication, collaboration, and problem-solving skills.
• Must have the ability to analyze complex student and school-level data and translate findings into actionable strategies for improvement.
• Demonstrates ability to work collaboratively across departments and build strong relationships with school administrators, teachers, support staff, families, and community partners.
• Communicates clearly, professionally, and consistently.
• Demonstrates the ability to approach challenges with a problem-solving mindset.
• Demonstrates flexibility and adaptability when addressing changing student and school needs.
• Uses data rather than assumptions when making recommendations.
• Must be able to maintain confidentiality and professional ethics of district, school and students.
• Demonstrates knowledge of effective instructional, behavioral, and intervention practices.
• Models continuous improvement and a willingness to identify innovative solutions to complex problems.
• Increased consistency and effectiveness of student support systems across schools.
• Stronger universal instructional and behavioral practices.
• Increased effectiveness of targeted and intensive interventions.
• Consistent use of progress-monitoring data.
• Improved documentation of intervention implementation.
• Reduction in inappropriate or premature special education referrals.
• Timely referral for evaluation when a disability is suspected.
• Improved student academic, behavioral, attendance, and social-emotional outcomes.
• Increased administrator and teacher capacity to implement effective interventions.
• Stronger district-wide consistency in problem-solving and student support practices.
• Improved compliance and program quality within assigned Exceptional Children responsibilities.
• Considerable knowledge of the ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state and local laws, rules, and regulations.
• General knowledge of the principles of organization, supervision, and administration.
• Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
• Requires the ability to prepare correspondence, reports, forms, charts, graphs, statistical analysis, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style.
• Requires the ability to speak to a variety of people with poise, voice control, and confidence.
• Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
• Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions.
• Must be able to communicate effectively and efficiently in a variety of technical and professional languages including statistical and educational research terminology.
• Must be able to maintain confidentiality of district, school and student performance data.
• Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the theories of algebra, descriptive statistics, statistical inference and statistical theory.
• Requires the ability to deal with people beyond giving and receiving instructions.
• Must be adaptable to performing under stress and when confronted with persons acting under stress.
• Ability to maintain complete and accurate records and to develop meaningful reports, charts and graphs from them.
• Ability to use common office machines and word processing, spreadsheet, and file maintenance programs.
• Ability to establish and maintain effective working relationships as necessitated by work assignments.
Minimum Training and Experience
• Master’s degree in Education, Educational Leadership, Special Education, School Administration, Curriculum and Instruction, Student Services, or a related field required.
• Doctorate in Education, Educational Leadership, Special Education, or a related field preferred.
• Valid North Carolina educator license required; administrative or leadership licensure preferred.
• Minimum of five years required of successful experience in education, with demonstrated experience in district leadership, student support systems, Exceptional Children services, intervention practices, or related areas.
Physical Requirements
• Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions.
• Requires the ability to read and understand a variety of correspondence, reports, forms, articles, proposals, manuals, legislation, graphs, charts, etc.
• Must be physically able to operate a variety of equipment including computers, scanners, copiers, calculators, etc.
• Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. ∙ Light Work usually requires walking or standing to a significant degree.
• Requires the ability to handle a variety of items such as office equipment. Must have minimal levels of eye/hand/foot coordination.
• Requires the ability to differentiate between colors and shades of color.
• Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words.
• Hearing: perceiving nature of sounds by ear.)
• Must be able to communicate via telephone.
This Position Reports Directly to: Executive Director of Department of Exceptional Children
Classification: Exempt
Salary: North Carolina Central Office Salary Schedule
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 to be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to perform this job.
If offered a position, prospective employee must pass a required health exam, criminal records check, and drug test.
Created 09/2026 CMills
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