MTSS Program Manager

Position Type:
Elementary School/MTSS Program Manager

Date Posted:
7/1/2024

Location:
Stewart Campus

Date Available:
8/1/24

Closing Date:
Until filledMTSS Program Manager
Christopher House closes the opportunity gap 'with a continuum of schools through personalized learning and immersive family supports starting at birth. We operate accredited early learning, elementary, and out of school time programs grounded in research-based curricula and high-quality instruction.
OUR VALUES
Commitment to Excellence
Achievement & Perseverance
Respect & Compassion
Equity

OUR BELIEFS
Children and Families thrive when:

• Education begins at birth and continues throughout life, with parents as their children's first teacher;
• Home environments nurture literacy, achievement, and children's success;
• Parents have high standards and set high expectations for themselves, their children, and children's schools;
• Professionally trained teachers know their students as individuals;
• Evaluations and program improvements are data driven;
• Parents and staff work together to continuously evaluate and improve programming;
• Education includes the development of creativity and perseverance and is multi-disciplinary in order to foster each child's unique strengths and interests;
• Developing independent, creative, life-long researchers, education includes curriculum designed to help scholars develop socially and emotionally as well as cognitively;
• Diversity is celebrated and explored so that learners develop broad perspectives on life and learning;
• Parents and caregivers support their children financially and emotionally.

Position Description: MTSS Program Manager
Reports to: CHES Instructional Leaders-Principals
Status: Exempt
POSITION OBJECTIVE

• Create a learning environment that enables all students to meet the school's high academic expectations.
• Strengthen the school's MTSS program to effectively differentiate instruction and provide each CHES scholar with targeted instruction to support their individual growth and development.
• Using the Charlotte Danielson Framework, provide coaching and feedback to classroom teachers on how to implement tier 1 and 2 MTSS successfully in the classroom.

Responsibilities:
MTSS Coordination

• Build out and supervise the MTSS model of problem-solving which has three tiers: tier one is high-quality instructional program for all students; tier two is targeted interventions for children who are not making typical or expected progress; and tier three is individualized specialist support, typically through special education.
• Support the three-tier model of progressive interventions for language, literacy, mathematics, and positive behavior.
• Provide professional development, coaching and feedback, and training to teaching staff on properly implementing the multi-tiered systems academically and socially.
• Evaluate teaching staff on implementation of multi-tiered systems academically and socially

?Tier 1 Expectations - Support of the general curriculum (Universal Level)

• Use data from environmental and instructional quality assessments to identify areas of strength and opportunity
• Help teachers and instructional staff develop research-based, instructional practices that support the development of children's language, early literacy, and mathematical background knowledge and concept development
• Use data to help teachers plan small-group instruction
• Use coaching tools effectively (quality indicators, videos, coaching forms, and modeling) when appropriate and assigned by administration

Tier 2 Expectations - Support teachers in developing and implementing secondary interventions

• Use data to help teachers identify and group children who need additional support.
• Help teachers develop and implement classroom-based, developmentally appropriate interventions for individual children and groups of children to enhance their acquisition of social emotional and cognitive skills.
• Support teachers in documenting children's progress.
• Facilitate the Student Support Team (SST) process with the principal, support staff, parents, and instructional staff.
• Use instructional and behavioral support tools (Tier 2 Planning form, SST forms, functional behavior assessment and behavior management plans) effectively.

Tier 3 Expectations - Coordinates individualized and tertiary support

• Work with the case manager, school administrators, psychologists/clinicians, social workers, teachers, and support staff to coordinate appropriate services.
• Implement MTSS Tier 3 techniques.
• Support teaching staff in the implementation of research-based best practices.
• Provide interventions to identified students once the MTSS interventionist's caseload reaches capacity

SEL Supports:

• Collaborate with the K-8th Instructional Leaders and the Director overseeing Culture and Climate and in developing systems and protocols in accordance with MTSS for supporting student behaviors.
• Coach teachers (K-8 and SPED team) in following processes and responding to student behaviors and SEL needs.

School Level Support:

• Develop and articulate vision and goals of the MTSS program to stakeholders.
• Serve as a member of the school Social Emotional Learning Team.
• Create and implement systems for program administration, including referral methods, data collection, and storage.
• Supervise and ensure fidelity of personalized learning practices and implement new practices cyclically.
• Oversee data collection and progress monitoring at every tier.
• Provide training and technical assistance at every tier.
• Demonstrate sensitivity to teachers' differences and needs.
• Allocate time and resources effectively.
• Ensure school-wide alignment of benchmarks.
• Partner with administration on the general operations of the school when appropriate

Assessment Coordinator:

• Coordinate all assessments conducted in the school.
• Ensure all regulations are followed and that assessments are administered properly.
• Provide training and professional development sessions throughout the year to support student success on the assessments. This includes Fast Bridge, NWEA, IAR, grade-level benchmarks and other assessments as established by CHES Instructional Leaders.

QUALIFICATIONS:

• Four years of teaching experience in grades K-8, preferably with a similar population.
• Proven track record of using data-driven assessment to meet the needs of a wide range of learning needs including students in need of remediation and or social/emotional support, accelerated learners, those with identified special needs, and English language learners.
• Proven ability to work successfully with teachers and staff of varying experience and skill levels and effectively communicate.

EDUCATION/CERTIFICATION:

• Bachelor's degree from an accredited college or university in Education or Relevant Field required. Master's degree preferred.
• Certified to evaluate teachers using the Charlotte Danielson Framework for teaching and Learning required
• Valid Type 75 Educational Administrative Certificate issued by the Illinois State Board of Education preferred

Christopher House is an Equal Opportunity Employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, veteran's status, or, any other protected characteristic.