ELEMENTARY MTSS SPECIALIST

Lamar Consolidated ISD; Rosenberg (TX); On-site; USD 65,000 - 90,000; Full time

Job summary

Lamar Consolidated ISD is seeking an Elementary MTSS Specialist to provide districtwide MTSS leadership, professional development, coaching, and implementation support for elementary campuses. The role focuses on data-driven decision making, Tier 1 instruction, and timely interventions to improve student outcomes.

The position requires collaboration with campus MTSS teams, effective communication, and the ability to monitor and adjust MTSS processes across schools in the district.

Qualifications

• Bachelor's degree from an accredited university.
• Master's degree preferred.
• Holds a valid Texas teaching certificate.
• Knowledge of MTSS, RTI, PBIS, PLCs, and data-based problem solving.
• Experience with SuccessEd or similar systems.

Responsibilities

• Model MTSS problem-solving and data-review processes for campus staff.
• Support campuses with universal screening and progress-monitoring data.
• Implement Tier 1–3 instructional and behavioral practices.
• Develop intervention goals, plans, and progress-monitoring schedules.
• Coordinate Kid Watch/Kid Chat processes and tier movement.
• Monitor MTSS documentation in SuccessEd and district data systems.
• Analyze MTSS implementation and student outcome data for district support.
• Mentor and onboard MTSS coordinators; deliver professional learning.
• Support PBIS implementation at the elementary level.

Skills

MTSS leadership

Professional development

Data analysis

Coaching

Collaboration

Education

Bachelor's degree

Master's degree preferred

Texas teaching certificate

Tools

SuccessEd

Job description

LOCATION: Student Services

POSITION TITLE: ELEMENTARY MTSS SPECIALIST

JOB DESCRIPTION:

Primary Purpose: Provide districtwide MTSS leadership, professional development, coaching, and implementation support for elementary campuses to ensure a consistent, data-driven Multi-Tiered System of Supports that strengthens Tier 1 instruction and behavior, provides timely intervention, and improves student learning and behavioral outcomes.

RESPONSIBILITIES:

MTSS Instructional and Intervention Management

• 1. Model effective MTSS problem-solving and data-review processes for campus MTSS coordinators, administrators, instructional coaches, counselors, interventionists, and teachers.
• 2. Support elementary campuses in using universal screening, classroom performance, behavior, attendance, and progress-monitoring data to identify student needs early and determine appropriate levels of support.
• 3. Model and support implementation of evidence-based Tier 1, Tier 2, and Tier 3 academic and behavioral practices, including explicit instruction, differentiation, targeted small-group intervention, and positive behavior supports.
• 4. Assist campuses in determining whether patterns of student need indicate an individual intervention need or an opportunity to strengthen Tier 1 instruction or campuswide behavioral systems.
• 5. Support the development, implementation, and review of measurable intervention goals, intervention plans, progress-monitoring schedules, and data-based instructional adjustments.
• 6. Provide guidance for Kid Watch/Kid Chat processes, including student identification, tier placement, movement between tiers, intervention adjustment, and follow-up.
• 7. Monitor and support accurate, timely MTSS documentation in SuccessEd and district data systems, including intervention plans, goals, accommodations, service information, parent communication, and progress monitoring.
• 8. Analyze elementary MTSS implementation and student outcome data to identify campus trends, strengths, needs, and opportunities for district support.

School and District Leadership

• 1. Model attitudes, behaviors, and actions aligned with the district's MTSS vision and campus culture.
• 2. Develop positive working relationships with district and campus staff, honoring confidentiality as appropriate.
• 3. Utilize interpersonal skills to communicate MTSS expectations, data, procedures, and feedback accurately and professionally.
• 4. Communicate regularly and collaboratively with the MTSS Coordinator, Teaching & Learning staff, Special Education, Student Services, assessment staff, and other district specialists.
• 5. Partner with the MTSS Coordinator to plan and facilitate elementary MTSS coordinator meetings, professional learning, data reviews, and implementation support.
• 6. Support new and existing elementary campuses in establishing effective MTSS teams, roles, meeting structures, data cycles, intervention processes, and campuswide expectations.
• 7. Support implementation and fidelity of PBIS and other preventative behavior systems at the elementary level.
• 8. Disseminate information regarding current research, evidence-based practices, and significant state and national developments related to MTSS, intervention, progress monitoring, and PBIS.

• 1. Mentor and onboard new elementary MTSS campus coordinators so they are equipped to lead campus MTSS systems and support teachers and students.
• 2. Create and deliver professional development for administrators, campus MTSS coordinators, teachers, counselors, interventionists, and other staff on MTSS systems and practices.
• 3. Conduct campus visits to coach teams through data meetings, intervention planning, progress monitoring, documentation, fidelity checks, and problem solving.
• 4. Confer with campus staff regarding implementation growth and assist teams in developing and accomplishing MTSS improvement goals.
• 5. Collaborate with district and campus staff to strengthen PLC and collaborative team use of academic, behavior, attendance, and intervention data.
• 6. Build campus capacity to select and implement appropriate evidence-based interventions and to adjust, intensify, fade, or discontinue supports based on student response.
• 7. Support continuous professional growth in early identification, foundational academic support, classroom management, intervention delivery, and data-based decision making.
• 8. Assist campuses with implementation of district and state requirements related to MTSS, intervention, documentation, and student support.

Catalyst for Continuous Learning and Growth

• 1. Influence change for improvement by introducing evidence-based practices, making observations, questioning current practices, and exploring alternatives that strengthen MTSS implementation.
• 2. Exhibit a growth mindset by modeling continuous learning and remaining current in best practices related to MTSS, instruction, intervention, behavior, progress monitoring, and systems implementation.

Other

• 1. Perform other duties as assigned by supervisor or designee.

EXPERIENCE:

• Minimum of 3-5 years of successful classroom and/or student support experience
• Leadership experience such as campus MTSS coordinator, interventionist, instructional coach, team leader, department chair, counselor, behavior support leader, or comparable role preferred

QUALIFICATIONS:

• Bachelor's degree from an accredited university
• Master's degree preferred
• Hold a valid Texas teaching certificate

Special Knowledge/Skills:

• Knowledge of Multi-Tiered Systems of Support (MTSS), Response to Intervention (RTI), PBIS, PLCs, and data-based problem solving
• Knowledge of elementary Tier 1 instruction and evidence-based academic and behavioral interventions
• Understanding of universal screening, progress monitoring, intervention fidelity, and data-based tier movement
• Successful use of research-based instructional and behavioral practices with diverse student populations
• Experience using academic, behavior, attendance, and progress-monitoring data to guide campus support and professional development
• Knowledge of student intervention documentation systems; experience with SuccessEd or similar systems preferred
• Evidence of skills in planning, organization, coaching, collaboration, and implementation monitoring
• Ability to communicate ideas clearly and concisely, both orally and in writing
• Effective interpersonal skills, including building rapport, actively listening, problem solving, and giving/receiving feedback
• Experience working with adult learners and delivering professional development

OTHER INFORMATION:

Working Conditions

Mental/Physical Demands/Environmental Factors: Ability to concentrate (detailed work), communicate effectively (verbal and written); interpret policy, procedures, and data; reason, understand verbal instructions, analyze, differentiate, memorize, read, coordinate district functions, compile, compute, instruct, coach, and maintain emotional control under stress. Frequent districtwide travel and occasional statewide travel; prolonged and irregular hours.

The above statements are intended to describe the general purpose and responsibilities assigned to this job and are not intended to represent an exhaustive list of all responsibilities, duties, and skills required.

GROUP / GRADE: Wage/Hour Status: Exempt; Reports To: MTSS Coordinator; Date Revised: October 2026