MTSS School Support Specialist

Position Summary

The MTSS Specialist will assist with establishing and implementing evidence-based strategies, systems and interventions that will help schools achieve improved student outcomes for students. They will assist with the development of a systematic school-wide approach to MTSS and collaborate with school staff to provide direct intervention and progress monitoring for students who need support in academics, behavior, and social-emotional learning (SEL). Activities may include coordinating classroom intervention programs, providing curriculum and instructional support to teachers including effective intervention strategies, and implementing specialized services to meet the needs of each and every student. Cluster MTSS Specialists will provide interventions and will assist with monitoring the overall effectiveness of the systems, implementation and resources. This position requires experience and knowledge of researched based strategies that will impact the academic growth and progress of students using the implemented strategies and systems to improve. The success of the MTSS Specialist will be connected to the Key Performance Indicators aligned to the Strategic Plan.

Essential Duties

Great Teaching & Learning (Instructional Infrastructure):

• Support and coach classroom teachers on best practices for Tier 1 instruction and Tier 2 and/or Tier 3 intervention.
• Share resources such as research-based instructional strategies and interventions to improve student achievement, attendance, behavior, and overall school climate.
• Facilitate high-quality professional development for teachers and other staff on universal strategies across academic and non-academic areas, intervention delivery, instructional design, and other MTSS processes.
• Assist with the development of Tier 1, 2, and 3 intervention protocols, problem-solving processes, data-based decision-making, progress monitoring, and communication and collaboration processes among student support teams.
• Use needs assessment and other data to identify, oversee the development of Tier 1, 2, and 3 intervention protocols.
• MTSS framework; provide guidance on strategies, tools, and techniques to effectively reach all students.
• Coordinate and facilitate the implementation of academic, attendance, behavioral and social-emotional universal practices and tiered interventions for students in need of support.
  
  

Great People (Talent Management):

• Serve as a liaison to administrators, teachers, counselors, and other school staff to develop appropriate positive behavior interventions and supports through MTSS.
• Support and coach classroom teachers on best practices.
• Facilitate high-quality professional development for teachers and staff.
• Collaborate with school administrators to identify areas for improvement and propose solutions to MTSS Coordinators.
• Attend district, local, and/or national professional development conferences for redelivery of information and/or working with diverse stakeholders.
  
  

Great Culture (Systems Leaders):

• Act as a liaison to enhance communication and understanding between individual schools and the district.
• Ensure that relevant information and feedback flow smoothly between schools and MTSS Coordinator(s).
• Partner with community organizations, local government agencies, out-of-school programs, and families to ensure availability of resources for school sites.
• Facilitate and foster collaboration initiatives between schools and district committees.
• Serve as a liaison to administrators, teachers, counselors, and other school staff to develop appropriate positive behavior interventions and supports through MTSS.
• Work with caseloads of students and/or select groups of students to reach expected outcomes for on-time promotion and graduation.
  
  

Great Systems (Support & Accountability):

• Ability to use, understand, and disaggregate appropriate data for diverse purposes, including presentations to multiple audiences.
• Assist with leading and monitoring a district-wide MTSS implementation plan aligned with the district’s vision.
• Use data from district-wide universal screening for academics, social-emotional learning, and behavior to identify students for Tier 2 and Tier 3 support.
• Model and assist schools with systems to develop, document, and maintain ongoing intervention plans.
• Assist in the implementation of an MTSS intervention management system and partner with school sites to ensure effective data collection, analysis, and program evaluation.
• Support school leadership teams to ensure MTSS processes, protocols, and plans are implemented with fidelity and meet the needs of students.
• Performs other duties as assigned.
  
  

Minimum Qualifications (Knowledge, Skills And/or Abilities)

• Bachelor’s Degree in Education, Psychology, Counseling, Social Work, or a related field
• Current Oklahoma Certification
• Minimum (5) five years of successful school-based experience in teaching, counseling, special education, or student support services
• Minimim of (3) three years of successful experience with progress monitoring, designing interventions, and response to interventions
• Knowledge of the MTSS framework that includes Positive Behavior Interventions, positive behavior interventions and supports (PBIS), response to intervention (RTI), social-emotional learning (SEL), restorative practices, trauma-informed practices, and family engagement
• Knowledge of the MTSS model and how to implement interventions and monitor student progress
• Knowledge of current research on academic, behavioral, and social-emotional learning (SEL) interventions
• Exceptional interpersonal skills and strong verbal and written communication skills
• Ability to collect and analyze data to drive decision-making and improvement
• Proficiency in using data systems, spreadsheets, presentation software, and digital tools for intervention planning and tracking (e.g., Excel, Google Suite, MTSS management platforms, etc.).
  
  

Preferred Qualifications (Knowledge, Skills And/or Abilities)

• Master’s Degree in Education, Educational Leadership, Special Education, School Psychlogy, or related field
• Certification in
• Administrative license or additional MTSS/behavioral intervention certification
• Working knowledge and understanding of current instructional curricular resources and strategies used within the district.
• Experience in coaching, working with various data sources and tools presenting for multiple expected outcomes
• Leadership experience in a school capacity
  
  

Physical/Mental Requirements

• Must have adequate manual dexterity to write legibly and perform required duties on the computer.
• Must have adequate visual acuity to read, interpret and transcribe written material and other required duties.
• Requires normal range of hearing and clear speaking abilities to interact appropriately with others in person and on the telephone.
• Requires some stooping, bending, stretching and occasional lifting not to exceed 25 pounds.
  
  

Work Environment

• Office duties will be performed in a well-lighted, climate controlled environment.
• Sitting for prolonged periods of time.
• Proficient in using technology for effective communication and program management.
• May periodically require work outside of normal business hours, including weekends, under sometimes, stressful conditions in order to meet business needs and strict deadlines.
• Ability to travel between schools within the district.
  
  

Reports To: Executive Director of Student Support Services

FSLA Status: Exempt

Compensation: Schedule 906

Work Days: 242

FTE: 8 hours per day

This job description is not intended to be all inclusive. The employee will also perform other reasonably related business duties as assigned by the supervisor or appropriate administrator. Oklahoma City Public Schools reserves the right to, update, revise or change job duties as the need prevails. This document is for communication only and not intended to imply a written or implied contract of employment. The Board of Education and Superintendent may approve alternatives to the listed qualifications.