Ref. 10005

 

Position must be posted for a minimum of 10 days. 

 

TITLE:	Partner, Multi-Tiered Systems of Support (MTSS)	REPORTS TO:	Multi-Tiered Systems of Support (MTSS) Director
DEPARTMENT:	Chief Academic Office	CLASSIFICATION:	Certificated Management
FLSA:	Exempt	WORK YEAR/HOURS:	227 days/7.5 hours or duty days and hours as assigned
ISSUED:	Created: June 2022	SALARY GRADE:	A227 17

                                                                                   

BASIC FUNCTION: Provide guidance, training and technical assistance to a network of schools in the implementation of an OUSD Multi-tiered Systems of Support (MTSS) Framework and associated implementation plan. Assist in implementation of culturally responsive multi-tiered systems of support that create and enhance positive school-wide and classroom culture, high quality academic, social and emotional learning, promote equity and remove environmental and behavioral barriers to achievement. Provide professional development and coaching of leadership, staff, and providers at school sites to support implementation of MTSS to meet the academic and behavioral needs of all students.

 

REPRESENTATIVE DUTIES: Incumbent may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but are intended to accurately reflect the principal job elements.

 

ESSENTIAL FUNCTIONS:

• Work collaboratively with district administrators, school-based leadership teams, and teachers to facilitate implementation of a multi-tiered system of supports (MTSS) at the district and school levels.
• Build school site capacity for implementation of Multi-tiered Systems of Support (MTSS) framework, systems, data collection, evaluation, screening, and practices with participating school sites.
• Work collaboratively with Network Superintendents, Academics, Community Schools Students Services, Special Education and Office of Equity, etc. to ensure district-wide alignment and implementation.
• Provide training, consultation, and support to administrators, teachers, and school-based leadership teams (Culture, Attendance, Coordination of Service, Instructional Leadership) to facilitate implementation of academic and behavioral systems of support across tiers, including professional development related to pre-referral interventions, effective Student Success Teams, and Coordination of Service Teams.
• Collaborate with school site administrators, teams, staff and service providers to ensure multi-tiered system and supports are culturally and linguistically responsive, and aligned with the district’s equity and community school frameworks.
• Monitor the implementation of MTSS at school sites, including the screening of students, delivery of Tier 2 and 3 interventions, and progress monitoring.
• Assist school site teams to implement universal screening and referral protocols to ensure students’ timely access to individualized services and supports.
• Support the implementation of attendance and other early intervention strategies in alignment with the MTSS framework.
• Provide coaching and leadership to school site teams regarding development and implementation of universal, targeted, and intensive academic and behavioral supports and data collection and monitoring to make data-based decisions for continuous improvement.
• Engage collaboratively with community based organizations including academic acceleration, mental health and after school programs to expand and align interventions for behavior and attendance.
• Connect teams to necessary resources for successful implementation of MTSS.
• Collect data and assist in ongoing evaluation of MTSS implementation fidelity at network school sites.
• Help establish data collection and analysis procedures through a data system (eg. Data Dashboards, Site Culture and Climate Surveys, MTSS measurement tools) to inform decision-making around student needs and district/school resource allocation.
• Work collaboratively to meet all district/grant deliverables related to MTSS funding, scaling and sustainability.
• Participate in ongoing professional development to enhance skills and capacity as a coach, trainer, and technology expert related to MTSS systems and framework.
• Complete all reporting, documentation, and data analysis in a timely manner in accordance with specified deadlines; present reports to District Administration and other staff on the ongoing successes and barriers to MTSS implementation.
• Provide cross-training to district staff and leadership to increase knowledge of and expertise in delivering Response to Intervention and MTSS frameworks.
• Collaborate with other district departments to ensure alignment of MTSS with other initiatives, services, and supports.
• Promote MTSS within the District through various modes (PD, school board meetings, newsletter, website, etc…).
• Attend all department and other meetings as required.
• Perform related duties as assigned.

 

QUALIFICATIONS:

The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities.  Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position.

 

KNOWLEDGE OF:

Experience and training in Response to Instruction and Intervention² (RtI²), Positive Behavioral Interventions and Supports (PBIS), Universal Design for Learning (UDL), and Multi-Tiered Systems of Support

• Demonstrate a depth of knowledge of teaching practices in a PreK-Young Adult setting
• Experience with Response to Instruction and Intervention² (RtI²) and school based implementation of RtI² for PreK-Young Adult
• Experience and a knowledge base of Universal Design for Learning (UDL), both best practices and implementation in a school site setting
• Experience with Positive Behavior and Incentive Systems (PBIS) and school based implementation of systems and structures that have led to an improvement in school culture
• Deep knowledge of various types of assessments in academics and behavioral and social emotional learning
• A Multi-Tiered System of Support model and implementation in school settings
• Academic, behavior and attendance interventions to support high quality instruction for all students and to meet student’s individual needs
• Facilitation, team building, and collaborative leadership
• Diversity, equity and inclusion practices aligned with public education systems
• Social, emotional, health and economic issues faced by Oakland youth and their families
• Local community-based organizations that provide mental health services
• Research methods, report writing and record-keeping techniques
• Principles and practices of effective coaching and leadership
• Funding opportunities for assigned program
• Community contacts for assigned program
• Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students; the District’s diverse community, partners, and agencies
• Computer software, hardware, and related technology

 

ABILITIY TO:

• Work with multi-faceted public and private agencies as well as district departments;
• Work successfully with diverse groups across race, ethnicity, religion, gender, class, and sexuality;
• Establish and maintain effective working relationships with school site and central office staff, students, parents and the community;
• Maintain confidentiality as appropriate;
• Design and deliver professional development;
• Evaluate trainings and professional development to ensure topics and information are being implemented;
• Communicate clearly both orally and in writing;
• Work independently;
• Meet schedules and timelines;
• Complete work accurately and as directed with many interruptions;
• Organize, coordinate and prioritize a large volume of activities, programs and services;
• Identify and resolve school site health and safety issues in a timely manner;
• Operate personal computer, related software, and other office equipment

 

PREREQUISITES:

• Bachelor’s degree in education, social work, psychology, counseling, or related field
• Master’s Degree preferred
• Valid California Teacher Credential and Administrative Credential
• Three (3) years direct experience teaching or counseling students who have behavior challenges and are at risk for academic failure within a school setting
• Strong interpersonal skills with individuals, teams and groups (administrators, educators, specialists, support staff, parents and students)
• Advanced training in MTSS and Positive Behavioral Interventions and Supports (PBIS) or equivalent experience;
• Prior training and coaching experience implementing MTSS within a school or district setting
• Experience designing and delivering professional development for school based staff
• Knowledge of screening and assessment tools
• Proficiency in Google Suite (Docs, Sheets, Forms)
• Skilled in data collection, management and organization
• Skilled in coaching/professional development
• Available to work an occasional evening and weekend
• Valid California Driver’s License, if applicable

 

PRE-EMPLOYMENT PROCESS:

Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance

 

WORKING CONDITIONS

ENVIRONMENT:

Office and diverse school site environments; driving a vehicle to conduct work; fast-paced work; constant interruptions; possible exposure to a variety of childhood and adult diseases and illnesses

 

PHYSICAL REQUIREMENTS:

Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations.

 

NON-DISCRIMINATION POLICY:

The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.