MTSS Coordinator

Bay City Public Schools; Bay City (MI); On-site; USD 60,000 - 80,000; Full time

Job summary

Bay City School District is seeking an MTSS Coordinator to support the goal of improving student achievement by promoting system-wide MTSS initiatives. The role integrates multi-tiered supports to connect academics and behavior at the building level.

The incumbent will provide consultation to administrators and teachers, participate in district MTSS meetings, and monitor implementation with a focus on social-emotional learning and restorative practices.

Qualifications

• Provides consultation and support to administrators, teachers, and school-based leadership teams to implement MTSS at the building level.
• Attends professional development and district-level MTSS meetings.
• Monitors fidelity and implementation of MTSS using culturally responsive approaches to behavioral interventions and connections to academic outcomes.
• Assists in analysis of student needs and links needs to appropriate interventions for struggling students.
• Implements a proactive approach to meeting needs of the whole child, emphasizing social and emotional learning.

Responsibilities

• Provide consultation and support to administrators, teachers, and school-based leadership teams to facilitate MTSS implementation.
• Attend professional development and district MTSS meetings.
• Monitor MTSS fidelity at the building level and connect behavioral interventions to academics.

Education

Bachelor of Arts Degree with emphasis in Criminal Justice, Social work and related fields.

Job description

Frontline Applicant Tracking - Bay City School District

SUMMARY:

Under direction of the building principal and in collaboration with teachers, and other MTSS Team members, the MTSS Coordinator supports the goal of improving student achievement by encouraging and supporting system-wide initiatives to increase student learning. The MTSS Coordinator integrates multi-tiered supports to facilitate the correlation between academics and behavior.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Other duties may be assigned.
• Provide consultation and support to administrators, teachers, and school-based leadership teams to facilitate the implementation of a Multi-Tiered System of Supports (MTSS) at the building level.
• Attend professional development and district-level MTSS meetings.
• Monitor the fidelity and implementation of MTSS at the building level, using culturally responsive approaches to behavioral interventions and connections to academic outcomes.
• Assist in the analysis of student needs, and linking those needs to appropriate interventions for struggling students.
• Implement a proactive approach to meeting the needs of the whole child, with an emphasis on the social and emotional learning of all students.
• Assist staff with student attendance and truancy.
• Serve as a student advocate and contact person between the school and home.
• Make home visits as needed.
• Monitor academic achievement through the utilization of continuous data-based decision making.
• Mentor students with the transition from one grade level to another (organization skills, effective use of time, and planning methods).
• Work with administrators on school activities (i.e. dances, athletics, plays, music productions, etc.).
• Work cooperatively with teachers and other professional support staff to resolve student problems with a focus on restorative practices.
• Work with local mental health agency personnel in resolving student's emotional, personal, and social problems that effect their school attendance and performance.
• Work with juvenile court personnel in resolving juvenile delinquency issues.
• Other duties as assigned by the immediate supervisor.

SUPERVISORY RESPONSIBILITIES:

Supervises students before, after, and during the school day including at the busses, playground, general grounds, in the building, etc.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are

representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:

Bachelor of Arts Degree with emphasis in Criminal Justice, Social work and related fields.

GENERAL REQUIREMENTS:

• Awareness of community issues and problems as they relate to our schools and students.
• Experience with "at risk" students, social service work, and probationary work preferred.
• Must have the ability to operate computer equipment in order to maintain student data system needed for program documentation.
• Must be familiar of the operation of a counseling office with respect to protocol, channels of authority, and confidentiality of student information.
• Be able to work flexible hours.
• Must have reliable transportation.
• Must have knowledge of community-based organizations and know how to access community services for at-risk students.
• Demonstrated ability to follow directives and work well with others.

LANGUAGE SKILLS:

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedure, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of administrators, staff, students, parents and the general public.

MATHEMATICAL SKILLS:

Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plan and solid geometry. Ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations.

REASONING ABILITY:

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

OTHER SKILLS AND ABILITIES:

Ability to apply knowledge of current research and theory. Ability to establish and maintain effective working relationships with students, peers, parents, and community; skill in oral and written communication. Ability to perform duties with awareness of all district requirements, Board of Education policies, and applicable State and Federal laws.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand and talk or hear and sometimes walk and sit. While performing the duties of this job, the employee must occasionally push or lift up to 50 pounds such as boxes of books. The employee is directly responsible for safety, and well-being of other people. Depending upon the needs and situations within a building, safety measures, such as approved methods of restraining a student, are necessary means of interaction. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to sometimes meet multiple demands from several people and interact with the public and other staff.

WORK ENVIRONMENT:

The noise level in the work environment is usually moderate. Duties are performed indoors and outdoors. Some driving may be necessary; therefore dependable, reliable, and efficient transportation is required. Attendance and punctuality are expectations of the position.

The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

Need Help?

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