Primary Purpose:

Under the general direction of the Chief Academics Support Officer and Executive Director of Special Programs, the Multi-Tiered System of Supports (MTSS) Coordinator will be responsible for planning, organizing, and developing districtwide multi-tiered systems of support, including development of Family & Student Engagement, Social-Emotional Learning & Relations, Positive Behavioral Supports, and Academic Supports.

 

In coordination with the Special Education Department, the MTSS Coordinator will support site special education teams on matters related to the intersectionality of general education and special education work. 

 

Qualifications:

At least five years of public school teaching and two years of experience in school leadership or supervisory role

 

Education/Certification: 

Bachelors and Master’s degree; 

Texas Mid-management or other appropriate Texas certificate in administration

Valid Texas teaching certificate; 

 

Special Knowledge/Skills:

 

• Understanding of the individual needs of struggling and special needs students
• Strong organizational, communication, and interpersonal skills
• Ability to communicate with all levels of students and their parents
• Ability to interpret policy, procedures, and data
• Ability to manage budget and personnel
• Ability to coordinate district function

 

Essential Job Functions:

• Plan, organize, and develop districtwide multi-tiered systems of support. Including working collaboratively across departments to create a districtwide strategic plan for MTSS in Tiers I, II, and III under all the domains of Family & Student Engagement, Social-Emotional Learning & Relationships, Positive Behavioral Supports, Academic Supports, and Initial Referral Compliance
• Facilitate phased and leveled stages of MTSS implementation; providing ongoing MTSS implementation guidance and support to campus MTSS teams.
• Coordinate ongoing check-ins between departments to ensure system alignment.
• Facilitate professional development with intervention providers, teachers, staff, and administrators.
• Expand access to research-based tiered interventions.
• Coach and support MTSS teams in their design and implementation of systemic data-based shifts directly related to student needs.
• Develop alternative pathways for learning.
• Identify and implement an effective data management system for MTSS.
• Revise intervention monitoring tools, procedures, and processes for intervention referrals.
• Work collaboratively with multiple leadership teams in the District to support unique needs for implementation.
• Collaboratively with special education, develop protocols for intervention referral processes
• Identify ongoing system and policy barriers to MTSS and make recommendations for systems and policy alignment
• Consult and collaborate with teachers, parents, and administrators to find effective solutions to learning and behavior needs, expands educational interventions to mitigate special education overidentification and disproportionality
• Participate in planning, implementing, and integrating services for tiered intervention needs.
• Assists school staff and teams to understand adolescent development and how it affects learning and behavior.
• Maintains standards and practices through participation in professional development conferences and seminars.
• Collaborates and support the Special Education Department to implement administrative functions and decisions related to MTSS and Initial Referrals
• In coordination and collaboration with Special Education, provides leadership to the campus and district special education teams on matters related to program changes and professional development needs related to MTSS and Initial Referrals for Special Education.
• Ensure that student progress is evaluated on a systematic basis, and that the findings are used to make special education referrals program more effective.
• Plan the necessary time, resources, and materials to support subordinates in accomplishing educational goals.
• Demonstrate support for the district’s student management policies and expected student behavior related to special education program.
• Implement the policies established by federal and state law, State Board of Education rule, and local board policy
• Compile, maintain, and file all reports, records, and other documents required
• Perform other duties as assigned by the supervisor or other administrator that are consistent with the general requirements and qualifications for the position.

 

Supervisory Responsibilities:

None

Equipment Used:

Personal or laptop computer, printer, copier, shredder, calculator, telephone, electronic mobile devices, projector, and video display monitor

Working Conditions

Some travel required

 

Physical Demands /Mental Demands/ Environmental Factors:

The working conditions described are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions and expectations.

• Work with online systems and technology
• Regular district-wide travel to multiple work locations as assigned. 
• Regularly sit, talk or hear;
• Frequently required to use hands to finger, handle, or feel; 
• Frequent repetitive hand motions; 
• Prolonged use of computer; 
• Occasionally lift and/or move up to 50 pounds; 
• Occasionally required to stand, walk reach with hands and arms; 
• Vision abilities include close vision; and color vision, 
• Regularly work with frequent interruptions, 
• Maintain emotional control under stress; the noise level is usually moderate. 
• Regularly perform multiple, highly complex, tasks with a need to periodically upgrade skills in order to meet changing job conditions and compliance with legal guideline.
• Occasionally work prolonged and irregular hours.
• Organize tasks, set priorities and meet deadlines, manage multiple tasks
• Communicate effectively in writing and verbally
• Predictable and regular attendance expected. 

The employee may spend long hours in intense concentration which requires attention to detail. There are a number of deadlines associated with this position, which may cause significant stress. The employee must also deal with a wide variety of people on various issues.  Flexibility is required to independently work with others in a wide variety of circumstances and integrate into different school environments.