EXECUTIVE SUMMARY
The MTSS Specialist will assist in assessing and implementing high quality behavioral programs, interventions, and support for at-risk student populations. This position will also assist in modeling and implementing daily practices for continuous improvement of social emotional instruction and academic instructional practices throughout their assigned building. Overall, the job of the MTSS Support Specialist is to build the capacity of the school and its teachers to meet the learning and behavioral needs of all students by working with building administration.
Specifically, the person who works in this role will work towards the following objectives:
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Enhance behavioral and instructional practices at the classroom level,
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Raise the level of student achievement,
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Work to provide support for students in crisis,
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Meet with students that are identified as “at-risk” to provide ongoing support, and
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Serve as a member of their building’s MTSS team to provide supports for students identified as “at-risk”.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
Adhere to Board policies, district procedures, and contractual obligations.
Support at-risk elementary students with academic, social and behavioral needs. Supports will include working with students individually, in small groups, and within the classroom.
Work in collaboration with administrators, teachers, district personnel and other building staff to plan and implement research-based supports for the identified at-risk students.
Communicate with parents/guardians and other relevant family members of identified at-risk students, as well as classroom teachers and staff on a regular basis.
Support school-wide implementation of MTSS and Tier 1, Tier 2, and Tier 3 supports.
Collaborate with outside agencies as appropriate to support the whole child.
Coordinate and attend school wide MTSS meetings to support at-risk students.
Attend parent meetings with school personnel as scheduled.
Communicate effectively with students, staff and parents.
Maintain accurate records.
Supervise students and school activities before school, during lunch, recess, passing periods, other activities, and after school.
Serve as a model for staff in appropriate interaction skills with students in expected areas.
Demonstrate and model professional and ethical behavior and maintain professional confidentiality.
Collaborate with and respond to directives from principals in understanding, recognizing, and implementing effective behavioral programs and strategies.
Assist in identifying, acquiring, and organizing resources to support student achievement.
Assist teachers in the collection, analysis, and use of classroom data to identify student behavioral and learning needs, to plan interventions to address the needs, to assess student progress toward expected outcomes, and to make decisions based on data.
Conduct classroom observations to assist in collecting data to determine student progress.
Convey enthusiasm about learning, models and supports the belief that all students can succeed.
Complete required trainings and professional development.
Complete other duties as assigned (i.e. – lunchroom, recess, arrival/dismissal, hallway, home visits etc.).
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, education and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE
A minimum of an Associate’s Degree in social work or a related field from an accredited college or university is preferred. Two years of experience working with at-risk youth is also preferred. The employee is expected to demonstrate continued professional growth specific to the job description.
EVALUATION
Job performance will be evaluated annually by the building principal (direct supervisor).
COMMUNICATION SKILLS
Strong written and verbal communication skills are critical to the success of this position. Must possess the ability to communicate and collaborate effectively with a variety of individuals, including school staff, administrators, AEA staff, parents, and outside agency staff. Individuals must have effective listening skills. Bilingual candidates are strongly encouraged to apply.
POSITIVE RELATIONSHIP SKILLS
Promotes the District and programs through positive support, modeling, and conversations. The MTSS Support Specialist will be a collaborative team member that speaks positively and in a supportive way about education, teaching, learning, and the District.
ANALYTICAL and REASONING SKILLS
Must have skills in observing, gathering, and analyzing data. Position requires assisting educators in data gathering and analysis to develop educational plans.
PLANNING SKILLS
Must have the ability to plan both long-term and short-term goals and for coordinating efforts for timely accomplishment of those goals.
ORGANIZATIONAL SKILLS
Position requires strong organizational skills. Must have the ability to organize and assimilate information, diagnostic data, scheduling, and other needs related to building level and individual student supports.
PHYSICAL DEMANDS AND WORK ENVIRONMENT
Normal office physical demands. May be required to lift up to 50 pounds infrequently. The noise level in the work environment is usually moderate.
TECHNOLOGY SKILLS
Must be able to use the computer, process electronic requests. Able to retrieve and print information from various computer programs when needed.
OTHER DUTIES AS ASSIGNED
Will perform other duties as may be assigned by the superintendent or designee, necessary and appropriate to achievement of the program and/or District goals and objectives.
Non-Discrimination Statement
The Sioux City Community School District offers career and technical programs in the following areas: Business & Marketing, Family & Consumer Science, Health Science, and Industrial Arts, Technology, & PLTW. The Sioux City Community School District is an equal opportunity/affirmative action employer and does not discriminate on the basis of race, creed, color, sex, sexual orientation, genetic information (for employment), national origin, religion, age (for employment), disability, socioeconomic status (for programs), marital status (for programs), or veteran status (for employment) in its educational programs and its employment practices.
The District is required by Title IX and 34 CFR Part 106 not to discriminate on the basis of sex in its programs, activities, or employment. Inquiries or grievances under Section 504 and Title II of the Americans with Disabilities Act may be directed to the Compliance Coordinator, at 627 4th Street, Sioux City, IA 51101, (712) 279-6075, [email protected]. Inquiries about the application of Title IX and its regulations to the District may be referred to the Compliance Coordinator, the Assistant Secretary of the U.S. Department of Education, or both. Please see District board policies 103 and 504.4 for additional information on available grievance procedures.
