MTSS Specialist

Position Summary

The MTSS Specialist  serves as the Principal’s primary designate in ensuring all employees effectively work towards the fidelity of systems and structures of support for all learners at our comprehensive public school. The candidate will excel in the position by combining a sharp eye for detail, a strong ability to understand the structures and agents responsible for individuals’ and cohort behaviors, and be a public and visible presence of high expectations. The strongest candidates will be knowledgeable as to high-quality MTSS processes and be comfortable working with students Kindergarten through 4th Grade. Success is measured by on-task, disruption free, classroom environments and through a culture of learning at the school. 

Primarily, the MTSS Specialist  takes responsibility for both:

1. Inputs: evaluating, coordinating, developing and managing multi-tiered systems and supports at a busy Elementary school with Spanish, Mandarin and English instruction on site for over 500 learners; being a visible classroom presence for adults and students alike; curating a school culture where instructional minutes are treasured; supporting, coaching and advocating for (appropriate, and evidence-informed) Tier 1, 2 and 3 supports and practices in classrooms spaces and whole-school spaces.
2. Outputs: in year one, the MTSS Specialist must track data on: student referrals, requests for student support, lost-instructional minutes and classrooms where highly effective practice is taking place; the Specialist shall log their phone-calls and in-person meetings with families and take pride in ensuring the families receive timely information about student behaviors, trends in-terms of both attitudes and beliefs, and ensure recommendations for at home supports in partnership with educators. A strong MTSS process that considers a diverse range of DLS employees and families should be a source of professional pride for the employee. Most importantly, the outcome of note is day-to-day instructional time increasing for all learners.

This position will be open until filled; The ideal candidate will be able to begin work before February 28th

Essential Functions and Objectives:

• Intellectual understanding of the “public good” of MTSS as a mechanism supported by the State of Colorado;
• To manage the MTSS process at the Whiteman campus aligned with the Principal’s vision for campus culture;
• To Chair a regularly scheduled MTSS meeting with and take responsibility for a highly functional meeting;
• To obtain and organize student support referrals from families, teachers, or other student support staff related to student academic, behavioral, or social emotional needs; 
• To obtain and review comprehensive student data—including attendance, behavioral, and academic information—to inform the identification of support needs for specific students;
• To lead the collaboration of teachers, families, students (if appropriate) and school support staff (as needed) to develop initial interventions to support student growth in the identified area(s) of need;
• To provide ongoing feedback and recommendations of appropriate actions and solutions to families, teachers, and support staff related to student support plans;
• To participate on a Student Support Team, identify students who may need targeted or intensive services, and coordinate initial academic, behavioral or social emotional interventions with input from teachers, parents, students, and members of the student support staff;
• To assist students and parents/guardians in understanding school policies and procedures related to classroom resources and supports;
• To lead initial student interventions when appropriate;
• To work in partnership with the 504 Coordinator and Head of Special Education (or designate) to address requests related to outside evaluations or needs at a tier 3 level. As part of this role, serve as the named secondary 504 Coordinator at the Whiteman campus.

Qualifications

• Bachelor's degree required, Masters degree preferred in Education (or reasonable equivalent);
• Fluency in Spanish or Mandarin is desirable, but not a pre-requisite for consideration;
• Recent experience in a student facing role in a school setting;
• Candidates with knowledge and understanding of MTSS in Colorado public education; preferred
• Candidates with a knowledge and understanding of immersion programming are especially considered;
• Candidates with a knowledge and understanding of Denver Public Schools Policy JK-R are especially considered;
• Willingness to continue education and professional development as needed to perform well in the position.

Preferred Knowledge:

• Understanding and experience with the MTSS or RTI processes
• Experience and knowledge of tiered intervention programs for academic, behavioral, and attendance problems
• Ability to multitask and prioritize work as needed; be willing to manage and juggle multiple competing tasks and demands
• Ability to maintain a professional demeanor in all situations and must be able to maintain high levels of confidentiality, when appropriate
• Ability to respond to changing situations in the workplace and exhibit flexibility
• Ability to communicate clearly and concisely, both orally and in writing and the use of proper grammar and punctuation to write routine reports and correspondence
• Proficiency in using multiple learning platforms to obtain and interpret student data
• Experience with using diagnostic tools and approaches to determine the root of academic concerns and their link to appropriate intervention