Multi-Tiered System of Supports TOSA, 1.0 FTE

Edmonds School District•Lynnwood, WA

8d•Onsite

About The Position

This is a 1.0 FTE continuing contract position for a Multi-Tiered System of Supports (MTSS) Teacher on Special Assignment (TOSA) that begins upon hire. Two positions are available. The MTSS TOSA provides district-wide leadership, consultation, coaching, and support for the implementation of a coherent MTSS framework across schools. This position supports students' academic, behavioral, attendance, and social-emotional success by strengthening school-based systems for early identification, intervention, progress monitoring, and data-based decision-making. The MTSS TOSA works collaboratively with Elementary and Secondary school administrators, Student Intervention Coordinators, teachers, school psychologists, Student Services staff, Student Learning staff, families, and community partners to ensure that students receive timely and appropriate levels of support within general education to accelerate student attendance and learning to improve grades and credits towards graduation. The position is responsible for supporting consistent use of universal screening, intervention planning, progress monitoring, decision rules, and intervention fidelity practices across schools. This position helps ensure MTSS is implemented districtwide as a general education framework and that intervention processes do not delay special education referral when data support the need. The MTSS TOSA supports schools in developing research-based intervention systems, improving access to instruction and intervention, and using data to support timely, accurate identification of students who may need special education services. This position requires knowledge of district procedures and policies; state and federal requirements related to general education intervention, special education referral, and evaluation; evidence-based academic and behavioral interventions; universal screening and progress-monitoring practices; and effective strategies for coaching adult learners and supporting systems-level change.

Requirements

Valid Washington State Teaching Certificate
Bachelor's Degree in a related field (Business Administration, Education, Public Administration, etc.)
Five (5) years of experience in leading MTSS or building-level RTI processes
Experience working as a certificated teacher or other school-based certificated position

Nice To Haves

Experience implementing MTSS.
Experience working with a diverse student population and/or training with cultural, ethnic, and language diversity.
Knowledge of: Current state and federal regulations governing Elementary & Secondary Education Act (ESEA) programs, special education, bilingual, and advanced learning programs.
Knowledge of: Applicable Washington State and federal rules and regulations.
Knowledge of: Standards-based instruction and familiarity with Washington State Learning Standards.
Knowledge of: A Multi-Tiered System of Support model and implementation of an MTSS model in school settings.
Knowledge of: Academic and behavior interventions to support high-quality instruction for all students and to meet student's individual needs.
Knowledge of: Instructional theory and its application.
Knowledge of: Student assessment tools and techniques.
Knowledge of: Age-appropriate teaching methods and student learning styles.
Knowledge of: Current trends and practices in education.
Knowledge of: Techniques to motivate student learning via inquiry, discussion, and application of knowledge.
Knowledge of: Budget preparation, financial reporting, fiscal controls, and account monitoring.
Skill in: Communicating effectively with others verbally and in writing.
Skill in: Listening, analytical thinking, and problem-solving.
Skill in: Planning and implementing lessons based upon state standards and district curriculum.
Skill in: Differentiated instruction and facilitation of training.
Skill in: Using various formative and summative assessments.
Skill in: Organization, time management, and record keeping.
Skill in: Data collection and analysis.
Skill in: Classroom management, student discipline, and the development of positive techniques to improve student behavior.
Ability to: Remain flexible and adapt positively to changing situations and environments.
Ability to: Work effectively and cooperatively with a wide variety of people in a diverse cultural, linguistic, and socio-economic environment.
Ability to: Work independently with minimal supervision.
Ability to: Exercise good judgment and maintain confidentiality.
Ability to: Serve as a positive role model for students and practice the behaviors expected of students.
Ability to: Address a wide range of academic and social needs including at-risk, cultural diversity, English language learners, and special education students.
Ability to: Operate office equipment, computers, technology devices, and specific software programs.
Ability to: Use multiple communication systems, such as electronic mail, computers, document readers, and smart boards.
Ability to: Prepare financial reports and data reports.
Ability to: Utilize various teaching strategies to enhance instruction.
Ability to: Integrate technology resources into the curriculum.
Ability to: Demonstrate commitment to strengthening engagement of a diverse community.
Ability to: Participate in staff development to maintain professional skills.
Ability to: Uphold board policies and follow administrative procedures.

Responsibilities

Support schools in developing consistent systems for screening, intervention, progress monitoring, data review, and tiered decision making.
Train and coach Student Intervention Coordinators, administrators, teachers, and school teams in effective MTSS practices.
Develop and maintain district MTSS procedures, decision rules, tools, and guidance materials.
Analyze student, grade-level, school, and district data to identify needs, monitor intervention effectiveness, and guide resource decisions.
Support schools in selecting, documenting, and monitoring evidence-based interventions with fidelity.
Ensure MTSS processes support, but do not delay, appropriate referral for special education evaluation.
Facilitate effective data-review meetings and help teams determine next steps for students needing additional support.
Provide professional learning on intervention planning, differentiated instruction, classroom management, and use of progress-monitoring data.
Collaborate with Student Services, Student Learning, administrators, counselors, families, and community partners to support student success.
Support schools in communicating with families about intervention plans, progress, and next steps.
Help identify and improve systems that increase student access to core instruction, intervention, graduation pathways, and overall success.
Communicate clearly, build positive relationships, solve problems, and support staff through complex student or system-level concerns.
Attends meetings and serves on various committees as required.
Maintains professional competence through professional reading and attending appropriate workshops, courses, and conferences in keeping with the needs of students and in accordance with district guidelines.
May direct the work of assigned classified staff.
Performs related duties consistent with the scope and intent of the position.