Multi-Tiered System of Supports (MTSS) Coordinator

Position: Multi-Tiered System of Supports (MTSS) Coordinator (26-27 SY)


Reports To: Executive Director of Teaching & Learning


Location : District Wide


Certification: Teacher certification


Salary/Benefits: Per CEA Contract

Position Summary:


Under the direction of the Executive Director of Teaching & Learning, the MTSS Coordinator is responsible for the development, implementation, monitoring, and support of MTSS across the district. The coordinator leads all planning, review, implementation, and professional development for academic and behavior intervention systems utilizing the multi-tiered systems of support (MTSS) in alignment with the district's mission and vision. The coordinator works in conjunction with school-level student support staff to ensure the consistent implementation of MTSS processes across schools, K-12. The coordinator coaches classroom teachers, administrators, and student support team members in the implementation of tiered levels of support. The coordinator is an instrumental part of the MICIP process in the district.


Essential Functions and Responsibilities

• Work collaboratively with district/school level administrators, school-based leadership teams, and teachers to facilitate the implementation of academic and behavioral multi-tiered systems of support (MTSS) aligned to Michigan Department of Education (MDE) guidance, including prevention, early intervention, and progress monitoring at the district and school levels.
• Monitor the fidelity of implementation of MTSS at school sites, including the identification of students, delivery of Tier 2 and 3 interventions, and progress monitoring for academics, behavioral health, and other forms of student support.
• Coach school sites on analyzing student needs and identifying research-based interventions across academics and behavioral health.
• Unify data collection and analysis procedures through a data system (PowerSchool and/or other data warehouse systems) to inform decision-making around student needs and district/school resource allocation.
• Provide district-wide coaching to support PBIS through the strategic leadership of building Student Support Teams, including counselors, social workers, and other support team members.
• Develop meeting cadences for Student Support Teams, assisting in the analysis of data to guide instructional and intervention decisions.
• Collaborate with building administrators, the District Literacy Coach, and district staff to align MTSS practices with curriculum, assessment, and continuous improvement efforts, ensuring consistent implementation of instructional and intervention practices across classrooms and small group settings.
• Develop an agenda for the District MICIP Team meetings and participate on the team.
• Coordinate and facilitate professional development and training for school-based and district staff, and provide instructional strategies across all Tiers (1, 2, and 3) to staff members.
• Develop and maintain positive working relationships with families, staff, and community members.
• Compile and report on the effectiveness of interventions on a monthly basis to improve district and school systems.
• Develop bi-annual reports for the Curriculum & Learning Department for presentation to the School Board.
• Ensure alignment with the strategic plan.
• Perform other duties as assigned.

Additional Responsibilities And Experiences

• Knowledge of the Multi-Tiered Systems of Support (MTSS) framework, Positive Behavior Interventions and Supports (PBIS), Response to Intervention (RTI), behavioral health, restorative practices, trauma-informed practices, and family engagement.
• Ability to provide leadership and manage complex projects.
• Ability to facilitate change management within individuals, teams, and organizations, including implementing professional learning for adult learners and staff development.
• Knowledge of the MTSS model and how to implement interventions and monitor student progress.
• Knowledge of, and ongoing awareness of, current research regarding academic and behavioral interventions.
• Experience working with, and developing programs for, diverse groups of students.
• Effective coaching skills.
• Ability to analyze data and use data to drive decision-making.

Qualifications and Professional Expectations

• Valid Michigan teaching certificate required; Reading Specialist (BR) endorsement preferred.
• Master's degree in curriculum, instruction, reading, special education, or related field preferred.
• Minimum of five years of successful elementary teaching experience with a strong emphasis on literacy instruction.
• Strong knowledge of early literacy development, structured literacy practices, and intervention for struggling readers including having already completed or willing to begin LETRS training upon hiring.
• Experience using assessment data to inform instruction and intervention within an MTSS framework.
• Knowledge of adult learning principles and collaborative instructional support models.
• Demonstrated belief that all students can succeed and commitment to equitable instructional practices.
• Models collaborative leadership, professionalism, and confidentiality.
• Maintains a focus on fidelity of implementation, continuous improvement, and student growth.

While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment). The employee must occasionally lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust/focus.

Work Environment:


The noise level in the work environment is usually loud to moderate. Work is performed indoors, although there will be required outdoor activities. The employee is directly responsible for the safety, well-being, and work output of students.

Non-Discrimination


Caledonia Community Schools does not discriminate based on race, color, national origin, sex, (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities