MTSS Specialist

Denver Language School•Denver, CO

About The Position

The MTSS Specialist serves as the Principal’s primary designate in ensuring all employees effectively work towards the fidelity of systems and structures of support for all learners at our comprehensive public school. The candidate will excel in the position by combining a sharp eye for detail, a strong ability to understand the structures and agents responsible for individuals’ and cohort behaviors, and be a public and visible presence of high expectations. The strongest candidates will be knowledgeable as to high-quality MTSS processes and be comfortable working with students Kindergarten through 4th Grade. Success is measured by on-task, disruption free, classroom environments and through a culture of learning at the school. Primarily, the MTSS Specialist takes responsibility for both: Inputs: evaluating, coordinating, developing and managing multi-tiered systems and supports at a busy Elementary school with Spanish, Mandarin and English instruction on site for over 500 learners; being a visible classroom presence for adults and students alike; curating a school culture where instructional minutes are treasured; supporting, coaching and advocating for (appropriate, and evidence-informed) Tier 1, 2 and 3 supports and practices in classrooms spaces and whole-school spaces. Outputs: in year one, the MTSS Specialist must track data on: student referrals, requests for student support, lost-instructional minutes and classrooms where highly effective practice is taking place; the Specialist shall log their phone-calls and in-person meetings with families and take pride in ensuring the families receive timely information about student behaviors, trends in-terms of both attitudes and beliefs, and ensure recommendations for at home supports in partnership with educators. A strong MTSS process that considers a diverse range of DLS employees and families should be a source of professional pride for the employee. Most importantly, the outcome of note is day-to-day instructional time increasing for all learners. This position will be open until filled; The ideal candidate will be able to begin work before February 28th

Requirements

Bachelor's degree required, Masters degree preferred in Education (or reasonable equivalent)
Recent experience in a student facing role in a school setting
Candidates with knowledge and understanding of MTSS in Colorado public education; preferred
Willingness to continue education and professional development as needed to perform well in the position.

Nice To Haves

Fluency in Spanish or Mandarin is desirable, but not a pre-requisite for consideration
Candidates with a knowledge and understanding of immersion programming are especially considered
Candidates with a knowledge and understanding of Denver Public Schools Policy JK-R are especially considered
Understanding and experience with the MTSS or RTI processes
Experience and knowledge of tiered intervention programs for academic, behavioral, and attendance problems
Ability to multitask and prioritize work as needed; be willing to manage and juggle multiple competing tasks and demands
Ability to maintain a professional demeanor in all situations and must be able to maintain high levels of confidentiality, when appropriate
Ability to respond to changing situations in the workplace and exhibit flexibility
Ability to communicate clearly and concisely, both orally and in writing and the use of proper grammar and punctuation to write routine reports and correspondence
Proficiency in using multiple learning platforms to obtain and interpret student data
Experience with using diagnostic tools and approaches to determine the root of academic concerns and their link to appropriate intervention

Responsibilities

Intellectual understanding of the “public good” of MTSS as a mechanism supported by the State of Colorado
To manage the MTSS process at the Whiteman campus aligned with the Principal’s vision for campus culture
To Chair a regularly scheduled MTSS meeting with and take responsibility for a highly functional meeting
To obtain and organize student support referrals from families, teachers, or other student support staff related to student academic, behavioral, or social emotional needs
To obtain and review comprehensive student data—including attendance, behavioral, and academic information—to inform the identification of support needs for specific students
To lead the collaboration of teachers, families, students (if appropriate) and school support staff (as needed) to develop initial interventions to support student growth in the identified area(s) of need
To provide ongoing feedback and recommendations of appropriate actions and solutions to families, teachers, and support staff related to student support plans
To participate on a Student Support Team, identify students who may need targeted or intensive services, and coordinate initial academic, behavioral or social emotional interventions with input from teachers, parents, students, and members of the student support staff
To assist students and parents/guardians in understanding school policies and procedures related to classroom resources and supports
To lead initial student interventions when appropriate
To work in partnership with the 504 Coordinator and Head of Special Education (or designate) to address requests related to outside evaluations or needs at a tier 3 level. As part of this role, serve as the named secondary 504 Coordinator at the Whiteman campus.