MTSS Specialist

Position Information Department or Location: Student Services Position Type: Certified / Contracted Job Title: District MTSS Specialist FLSA Status: Exempt Reports To: District MTSS Coordinator Days Worked: (235 Days) 12 months Qualifications Education: Master’s (T-5) or higher from an accredited college or university in education or a related educational field. Certification or Licensure: Georgia teaching (T) certificate in any field; or service (S) certificate in school counseling, social work, or school psychology. Additional educational endorsement preferred. Skills: Depth of knowledge and experience with Georgia’s Multi‑Tiered System of Supports (MTSS) process; strong leadership and communication skills; ability to analyze and disaggregate both quantitative and qualitative data sets; proficiency in intervention management and Microsoft Office programs (Word, PowerPoint, Excel). Strong interpersonal skills using tact, patience, and courtesy. Work Experience: Minimum of five years in a public school system with a working knowledge of current trends in MTSS. Primary Duty The MTSS Specialist will monitor the effective implementation of the school‑level Multi‑Tiered System of Supports (MTSS) model and vision to address the academic, social‑emotional, and behavioral needs of students. The Specialist will be responsible for ensuring all MTSS procedures are executed with fidelity and appropriately documented for the cluster of school teams. The Specialist will collaborate with other district leaders and school‑level leaders to monitor and model best practices for Response to Intervention (RTI) and Student Support Teams (SST), Positive Behavioral Interventions and Supports (PBIS), and Wrap Around Services staff members. Essential Duties and Responsibilities The Specialist will facilitate professional learning and provide coaching to school administrators and site teams who are implementing a tiered framework that uses data to meet the needs of all students through research‑based MTSS strategies, interventions, and systems. Assists the MTSS Coordinator with monitoring and evaluating the District’s MTSS process and impact on the RCSS vision and strategy district. Communicates with district‑level staff, school administrators, and school site teams. Develops training for district leaders, school staff, and teachers, recommending resources in MTSS, guiding school‑based processes, and monitoring and sharing data. Assists the Coordinator with the implementation and monitoring of the district’s MTSS program. Monitors and evaluates MTSS process implementation for a cluster of schools. Serves on the district‑level MTSS team that meets regularly. Works collaboratively with district‑level administrators, school administrators, school‑based leadership teams, data teams, and teachers to facilitate the implementation of a Multi‑Tiered System of Support (MTSS) at the school level. Facilitates MTSS professional development and training for school‑based and district staff. Coaches administrators and school data teams on analyzing student needs and identifying research‑based interventions across academics, behavior, attendance, and social‑emotional learning (SEL). Works specifically with assigned grade levels (Elementary, Middle, High) to ensure the appropriate use and monitoring of universal screeners and interventions and/or supports. Supports and monitors MTSS data collection and analysis at the school level, including screening, progress monitoring, implementation, and evaluation. Monitors data collection strategies and analysis procedures to inform decision‑making around student needs. Uses the GADOE MTSS fidelity rubric to monitor district and school‑level implementation of the essential components of MTSS. Evaluates and reports on MTSS effectiveness of school implementation. Develops and maintains positive working relationships with families, staff, and community members. Collaborates with other district leaders from other departments to align and leverage existing initiatives. Carrying out other and further duties, whether specifically listed above or not, as assigned or required by the employee’s supervisor, other appropriate school personnel, law, board policy, administrative regulation, or the department handbook as are reasonably necessary to the efficient operation of the school system and its mission. Work Environment / Physical Demands The work environment characteristics are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. The noise level in the work environment is usually moderate. The employee must occasionally lift and/or move up to 25 pounds. While performing the duties of this job, the employee is regularly required to talk and hear. The employee is frequently required to walk, stand, and sit. Special requirements: Must be able to travel through the school district to monitor and provide support to individual sites. #J-18808-Ljbffr