MTSS Specialist - Kingsbury Elementary

Sumter School District; Club Forest (SC); On-site; USD 52,000 - 76,000; Full time

Job summary

Sumter School District in South Carolina seeks an MTSS Specialist to support identified at-risk and general education students through early intervention strategies and data-driven plans. This exempt, full-time role partners with teachers and building teams to implement MTSS, PBIS, and trauma-informed practices.

The incumbent will develop and monitor Individual Student Growth Plans, manage interventions, and coach staff on evidence-based strategies, data tracking, and progress reporting.

Qualifications

• Bachelor's degree or higher.
• Valid South Carolina teacher's certification in the assigned area.
• Board may approve alternatives as appropriate.

Responsibilities

• Develop, document, and maintain ongoing academic plans and behavior intervention plans.
• Utilize multiple service delivery methods and research-based interventions.
• Maintain and update the database identifying students to receive MTSS support and intervention results.
• Work with building-level teams to support PBIS and trauma-informed strategies.
• Facilitate goal-writing for identified students throughout the year.
• Provide direct intervention and progress monitoring for reading, math, behavior, and SEL from Tier 1 to Tier 3.
• Provide curriculum and instructional support to teachers including intervention strategies and data tracking.
• Coordinate classroom intervention programs.
• Participate in ongoing targeted professional development training.

Education

Bachelor's degree

South Carolina teacher certification

Job description

Sumter School District

Job Description

POSITION

MTSS Specialist, Exempt

QUALIFICATIONS

Bachelor's degree or above. Valid South Carolina teacher's certification in the assigned area. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

JOB SUMMARY

The MTSS Specialist will implement early intervention strategies to support identified at-risk, general education students.

JOB DUTIES

• Develop, document, and maintain ongoing academic plans (Individual Student Growth and Learning Plans) and behavior intervention plans.
• Utilize multiple service delivery methods and research-based interventions.
• Maintain and update the database that identifies students to receive MTSS support and the results of the interventions provided.
• Work with building-level teams to support the implementation of PBIS and Trauma-Informed strategies.
• Facilitate goal-writing throughout the year for identified students.
• Provide direct intervention and progress monitoring for students who need support in reading, math, behavior, and social-emotional learning (SEL) from Tier 1 to Tier 3.
• Provide curriculum and instructional support to teachers including effective intervention strategies and data tracking methods.
• Coordinate classroom intervention programs.
• Participate in on-going, targeted professional development training.
• Performs all other duties and responsibilities as assigned.

STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

• Physical Requirements: Requires sedentary work that involves walking or standing some of the time and involves exerting up to 10 pounds of force on a recurring basis or routine keyboard operations. Requires mobility.
• Data Conception: Requires the ability to compare and/or judge the readily observable functional, structural or compositional characteristics (whether similar to or divergent from obvious standards) of data, people or things.
• Interpersonal Communications: Requires the ability of speaking and/or signaling people to convey or exchange information. Includes giving assignments and/or directions to subordinates and receiving assignments and/or direction from supervisor.
• Language Ability: Requires ability to read a variety of laws, policies and procedures, technical and professional studies, reference books and publications, etc. Requires the ability to prepare performance appraisals, policies, strategic plans, complex reports, schedules, correspondence, etc. with proper format, punctuation, spelling and grammar, using all parts of speech. Requires the ability to speak with and before others with poise, voice control and confidence.
• Intelligence: Requires the ability to apply principles of logical thinking to define problems, collect data, establish facts and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical, schedule or diagrammatic form; to deal with several abstract and concrete variables. Requires the ability to apply influence systems in managing a diverse staff; to learn and understand complex principles and techniques; to make independent judgments in absence of supervision; to acquire knowledge of topics related to primary occupation. Must have the ability to comprehend and interpret received information.
• Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow and give verbal and written instructions; to counsel and teach employees; to teach, discipline and counsel students. Must be able to communicate effectively and efficiently with persons of varying educational backgrounds and in a variety of technical and/or professional languages including education administration, curriculum development, budgeting, personnel, building maintenance, grant administration, public relations, etc.
• Numerical Aptitude: Requires the ability to add and subtract totals, to multiply and divide, to utilize mathematical formulas, to determine percentages and decimals and to determine time. Must be able to use practical applications of algebra and statistics.
• Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape, and visually read various information.
• Motor Coordination: Requires the ability to coordinate hands and eyes using office machinery; to operate motor vehicles.
• Manual Dexterity: Requires the ability to handle a variety of items, keyboards, office equipment, control knobs, buttons, switches, catches, etc. Must have minimal levels of eye/hand/foot coordination.
• Color Discrimination: Requires the ability to differentiate colors and shades of color.
• Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress when confronted with emergency situations, volatile situations or tight deadlines. Worker may be subject to danger or risk to a slight degree and to tension as a regular, consistent part of the job.
• Physical Communications: Requires the ability to talk and hear: (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear).

TERMS

190 days. Salary and work year to be established by the Board.

EVALUATION

Performance of this job will be evaluated in accordance with Sumter School District Board Policy.

DISCLAIMER

DISCLAIMER: This job description is not an employment agreement or contract. The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.

03/2023

SUMTER SCHOOL DISTRICT IS AN EQUAL OPPORTUNITY EMPLOYER