DIRECTOR OF MTSS AND INTERVENTION SERVICES

Director of MTSS and Intervention Services

Reports To


Chief Academic Officer


Purpose of the Position


The Director of MTSS and Intervention Services provides district leadership for the implementation and continuous improvement of a comprehensive K-12 Multi-Tiered System of Supports (MTSS). The position is responsible for designing, coordinating, and monitoring academic, behavioral, attendance, and social-emotional intervention systems that support student success and improve outcomes for all learners.


The Director leads district efforts to ensure schools implement evidence-based instructional and intervention practices, utilize data-based decision-making, and establish effective systems for prevention, intervention, progress monitoring, and student support. This position collaborates across departments to build capacity among educators and leaders while ensuring equitable access to high-quality interventions and supports for students with and without disabilities.


Essential Duties and Responsibilities

MTSS Leadership and Systems Development

• Lead the implementation and continuous improvement of the district's K-12 Multi-Tiered System of Supports (MTSS).
• Develop, maintain, and monitor district frameworks, protocols, and procedures related to academic, behavioral, attendance, and social-emotional interventions.
• Ensure alignment between core instruction, intervention systems, school improvement efforts, and district strategic priorities.
• Facilitate district MTSS advisory committees and leadership teams to evaluate implementation, review data, and establish priorities.
• Support schools in establishing effective teaming structures, including MTSS Leadership Teams, Problem-Solving Teams, and School Improvement Teams.

Academic and Behavioral Intervention Services

• Coordinate district-wide intervention systems for students requiring academic, behavioral, attendance, and social-emotional support.
• Support the implementation of research-based interventions in literacy, mathematics, behavior, attendance, and social-emotional learning.
• Lead district efforts related to Positive Behavioral Interventions and Supports (PBIS), restorative practices, and other evidence-based behavioral frameworks.
• Assist schools in developing targeted intervention plans and monitoring student progress across all tiers of support.
• Establish and support systems for behavioral intervention planning, student re-entry planning, and postvention support when needed.

Coaching, Professional Learning, and Capacity Building

• Design, facilitate, and evaluate professional learning related to MTSS implementation, intervention practices, data-based problem solving, behavior support, and student success systems.
• Provide coaching and technical assistance to principals, district leaders, instructional coaches, MTSS teams, and school-based staff.
• Support Professional Learning Communities (PLCs) and school leadership teams in analyzing student data and planning effective instructional and intervention responses.
• Build educator capacity to implement evidence-based practices with fidelity.
• Develop tools, resources, and implementation guides that support district consistency.

Data Analysis and Continuous Improvement

• Lead district implementation of universal screening and progress monitoring systems.
• Analyze district, school, and student-level data to identify trends, evaluate effectiveness, and inform decision-making.
• Monitor intervention fidelity and implementation effectiveness across schools.
• Collaborate with Research and Accountability staff to collect, analyze, and report academic, behavioral, attendance, and social-emotional data.
• Support schools in using data to identify student needs, evaluate intervention effectiveness, and determine next instructional steps.

Student Support and Problem-Solving

• Provide leadership and support for data-based problem-solving processes for students with and without disabilities.
• Collaborate with school teams to ensure effective intervention planning and progress monitoring prior to referral for special education evaluation.
• Support district procedures related to Specific Learning Disability (SLD) identification and intervention documentation.
• Collaborate with Exceptional Children, Student Services, school psychologists, counselors, social workers, and other support personnel to ensure coordinated systems of support.
• Assist school teams in identifying barriers to student success and implementing effective solutions.

School Safety and Behavioral Supports

• Support district and school leadership teams in behavioral threat assessment processes and intervention planning.
• Provide training and support related to school preparedness, crisis response, and recovery efforts.
• Collaborate with district and school safety teams to strengthen prevention, intervention, and postvention systems.
• Coordinate behavioral and mental health support planning in collaboration with appropriate district personnel and community agencies.

Compliance and Strategic Leadership

• Ensure district MTSS processes align with federal, state, and local requirements.
• Monitor implementation of district strategic initiatives related to student achievement, climate and culture, attendance, and intervention systems.
• Prepare reports and recommendations for district leadership regarding MTSS implementation and student outcomes.
• Stay current on research, legislation, and best practices related to MTSS, intervention systems, behavior supports, and student success.

Other Duties

• Perform other duties as assigned by the Chief Academic Officer and Chief of Student Services.

Qualifications

Required

• Master's degree in Education, Educational Leadership, Special Education, School Psychology, Curriculum and Instruction, or a related field; and
• Minimum of five years of successful educational experience; or equivalent combination of education and experience
• Experience leading or implementing MTSS frameworks at the school or district level.
• Demonstrated expertise in data analysis, intervention planning, and systems implementation.

Preferred

• Administrative licensure or equivalent leadership experience.
• Experience leading district-level initiatives.
• Knowledge of North Carolina MTSS frameworks and implementation practices.
• Experience with PBIS, restorative practices, behavior intervention systems, and school improvement processes.

Knowledge, Skills, and Abilities

• Comprehensive knowledge of MTSS frameworks and implementation science.
• Knowledge of academic, behavioral, attendance, and social-emotional intervention systems.
• Strong understanding of instructional practices and school improvement processes.
• Ability to analyze and interpret complex data sets.
• Ability to facilitate professional learning and coach adult learners.
• Strong communication, collaboration, and organizational skills.
• Ability to lead district-wide initiatives and manage multiple priorities.
• Ability to build strong relationships with school leaders, educators, families, and community partners.

Terms of Employment


12 Months


Salary: Director Salary Scale