Multi-Tiered System of Support (MTSS)/504 Coordinator POOL

Position Description:

The MTSS/504 Coordinator assists teachers in 1) identifying and supporting students who have been identified for Tier 2 and 3 support, and 2) in selecting and implementing specific interventions, strategies, supports, and assessments to support these students. The coordinator works in collaboration with all general education and special education support staff to meet the needs of all students in the general education setting. 

PERFORMANCE RESPONSIBILITIES:

Screening/Analysis of Student Performance

• Gather and analyze data from a variety of sources, including assessment and observation, about student, teacher, classroom and school environments to identify barriers to, and factors that improve, student achievement and performance
• Determine students’ academic performance and/or behavior within the classroom/school setting at any given time
• Responds to requests from teachers, parents, and administrators for providing students with screenings and assessments to determine areas of need in relation to meeting grade level standards
• In collaboration with the student support team, elects, trains, and monitors screening assessments.

Academic and Behavioral Intervention

• Analyze, develop, implement, and track intervention plans which specifies instructional/behavioral objective(s) for the student, teaching/learning strategies, and ongoing assessment measures to appropriately address the learner’s instructional needs
• Evaluate intervention plan periodically, adjusting plan or closing case, as appropriate
• Facilitate and support teacher’s use of classroom-based, developmentally appropriate interventions for individual children and groups of children to enhance their acquisition of social/emotional and cognitive skills
• Develop and implement processes and procedures for assessing the effectiveness of the MTSS. 
• Makes referrals to Exceptional Education Department when appropriate

Professional Development (PD)

• Use a problem-solving framework to identify the content for staff professional development based on data collection and analysis.
• Leads teacher trainings regarding student eligibility and support in the MTSS process.
• Understand how assessment informs and guides instruction, and measure the effects of instruction
• Provide educators with the necessary knowledge and skills to leverage theories of learning, growth and development (including individual variations and disabilities), behavior and classroom management to create supportive learning environments for all students and hold high expectations for student achievement

Section 504 Procedures and Procedural Safeguards

• Maintain building records and documentation for all students eligible under Section 504 and provide copies to the district Section 504 Coordinator
• Ensure the implementation of Section 504 procedures in the school building, including:
• Coordinating referrals;
• Determining appropriate Section 504 team composition and participating in Section 504 teams as needed;
• Facilitating Section 504 evaluations and development of Section 504 plans;
• Providing notices and documenting parental consent;
• Distributing Section 504 plans to appropriate staff;
• Monitoring the implementation of Section 504 plans;
• Scheduling annual review of each Section 504 plan;
• Scheduling periodic re-evaluations of all students eligible under Section 504 at least every three years;
• Assuring that Section 504 plans move with the student to the next grade level and to new schools;
• Coordinating training of building staff on Section 504 requirements;
• Conducting manifestation determinations when required for students eligible under Section 504.
• Serve as a daily resource to the building administrators, teachers, and staff regarding Section 504.
• Serve as a liaison between the school building and other district staff regarding Section 504 issues.
• Maintain contact with the district Section 504 Coordinator and request assistance and training when needed.

Compliance

• Has a deep understanding, and continually stays abreast of the laws regarding education, ensuring that the MTSS/504 process adheres to multiple legal requirements in order to protect the integrity of the system and students:
• State Board of Education MTSS Rule 160-4-2-.32
• Section 504 of 1973 Rehabilitation Act, P.L. 93-112
• Individuals with Disabilities Education Act (IDEA)
• Family Educational Rights and Privacy Act (FERPA) and confidentiality issues
• Records Retention schedule for MTSS records 
• No Child Left Behind Act (NCLB)
• System Improvement Plan, School Improvement Plan
• HB 605: The Improved Student Learning Environment and Discipline Act
• Georgia Code of Ethics for Educators
• State reporting requirements, as applicable
• Maintains EIP and MTSS records to track student progress 
• Partners with admin to follow up on MTSS recommendations and interventions to ensure that MTSS plans are being implemented by classroom teachers.

Professionalism and Communication

• Understand and communicate pertinent aspects of applicable statutes and rules
• Communicate clearly and effectively in oral/written/non-verbal form; apply listening and responding skills (e.g., acknowledging, paraphrasing, reflecting, clarifying, elaborating, summarizing); and, interview effectively to elicit/share information and explore problems
• Frame, analyze, and resolve problems using a collaborative, systematic, data-based process and decision-making skills.
• Manage multiple components of effective teams including: communicating/defining roles and responsibilities of team members; developing procedures; identifying resources (personnel, materials); organizing documentation and paperwork; applying brainstorming strategies; utilizing conflict resolution techniques; evaluating team procedures; and setting goals.
• Coordinate, lead, and monitor follow-up for MTSS meetings (admin, teacher and family) throughout the process as needed.
• Through MTSS process, coordinate with School Social Worker when necessary to connect families to community service agencies as needed.
• Through MTSS process, coordinate with Special Education Team when necessary to address student needs based on progress monitoring data.
• Through the MTSS process, consults with teachers, counselors, administrators, and parents in planning programs and activities that will improve learning and social-emotional skills in children. 
• Attend all meetings and trainings required by Atlanta Public Schools.
• Performs other duties as assigned.

KEY ATTRIBUTES:

• Values that align with the Kindezi model and goals
• Demonstrated commitment to increasing student achievement and supporting the social-emotional needs of students
• Dedicated, reflective thinker with a growth mindset
• High academic expectations; Believes that all students deserve an equitable education experience no matter their circumstances. 

MINIMUM QUALIFICATIONS:

• Be a United States citizen or otherwise have authorization to work in the United States
• Bachelor’s degree from an accredited institution of higher education (2.5+ GPA)
• Have the ability to pass an Atlanta Public Schools background check and obtain a GaPSC-issued clearance certificate
• Knowledge of the Special Education process

REQUIRED CERTIFICATIONS:

• Must hold a Clear Renewable Certification at the T4 level or higher under Georgia certification requirements (or be eligible to receive a Georgia clear renewable teacher certification);

WORK EXPERIENCE:

• 2+ years experience in one or more of the following: teacher, school social worker, school counselor, school psychology, and/or special education (preferred)
• Experience in MTSS strongly preferred

COMPENSATION/BENEFITS:

• Compensation aligned with The Kindezi Schools’ salary schedule
• Teacher Retirement System (TRS) pension, 403b plan, paid time off, health, vision, and dental insurance, employer-paid life insurance, and short and long-term disability benefits.  

JOB CLASSIFICATION:

• Work Days: 211 School Staff 
• Salaried, Full-Time, Exempt