Roxbury Elementary School: MTSS Coach - Elementary (Interim Contract)

Position Type :

Teacher Leader Positions / MTSS Coach - Elementary

Date Posted : 7 / 9 / 2024

7 / 9 / 2024

Location : Stamford, CT

Stamford, CT

Date Available :

2024-2025 School Year The filling of this position is based upon continued funding in the Board of Education budget.

Note : Teachers dually certified in TESOL, Bilingual Education or ESL, with experience in Sheltered Instruction or fluency in a language other than English, will be given preference for all Stamford Public School positions.

General Statement :

The Multi-Tiered Systems of Support (MTSS) Coach - Elementary supports staff by coordinating interventions and collecting intervention data in the assigned school.

The MTSS Coach is the point person between families of students receiving interventions and the school. Interventions may include academic, behavioral, attendance, etc.

There will be one MTSS Coach for each elementary school who reports to the building administration. In addition, the MTSS Coach collaborates with and attends meetings and professional development opportunities provided by the Teaching and Learning Department and other departments in the Central Office.

The MTSS Coach supports administrators and building staff to improve student outcomes through a system level approach that uses assessments / screeners, a continuum of tiered support, progress monitoring, and a data based decision making process.

The MTSS Coach demonstrates depth of knowledge in the alignment of state standards, CELP standards, district curriculum / assessments, and data analysis.

The coach is able to utilize performance data to evaluate tier 1 health, identify trends, priority standards, and critical prerequisite skills requiring direct or additional instruction, and identify appropriate interventions for all students in need of academic (literacy and math), behavioral and / or social emotional support in tiers 1, 2, and 3.

The MTSS Coach provides expertise and strategies that support all teachers' to provide culturally responsive instruction that is effective and actively engages all learners, including second language learners and those with learning differences.

The coach demonstrates an understanding of the science and simple view of reading, and the impact of language acquisition on reading development for multilingual learners.

Major Responsibilities :

• Meeting Facilitator
• Effectively communicate and collaborate with all school personnel to evaluate student needs and match instruction, resources, and interventions accordingly
• Work collaboratively with the building principal and staff to schedule and facilitate schoolwide, classroom / department, and student level MTSS meetings focused on problem solving, following best practice and utilizing MTSS meeting guides and agendas :
• MTSS School-Level Meetings : Conducted three times per year with the school leadership team following the collection of universal screener data, to look at the Tier 1 health, benchmark growth, tier movement, and distribution of resources.
• Identifies trends in student / staff needs across school
• Identifies priority standards / prerequisite skills requiring additional or explicit instruction in order for students to reach mastery, based on assessment data.
• Instructional Data Teams : Supports grade level teams in :
• Identifying patterns / trends in student growth
• Identifying and aligning instructional resources to support Tier 1 teachers to provide explicit instruction in critical prerequisite skills for identified priority standards.
• Support grade level teams to group and support students to ensure that the intervention needs of all students are being met, adjusting interventions across tiers to meet the needs number of students.
• Ensure students requiring additional support are receiving intervention, and demonstrating effectiveness through frequent progress monitoring.
• Provide expertise to the team to support a diagnostic and prescriptive approach to data collection and analysis
• Provide expertise to teams in the referral process, ensuring that students not making progress are supported with interventions of increasing intensity and / or referred for special education evaluations.
• Individual Student Support Meeting : Conduct team meetings to dive deeper into problem-solving for students not making sufficient progress, and to create / revise intervention plans for students who need increased Tier 2 or 3 support
• Consult / collaborate with classroom teachers regarding differentiated instruction
• Able to present data / background information on intervention students being discussed in absence of a classroom teacher
• Consistently review student progress and make adjustments to the duration and intensity of interventions based on data
• Support the planning, implementation and progress monitoring of tier 2 and tier 3 intervention plans
• Manage and Use MTSS Platform :
• Utilizing the MTSS platform, support the team to analyze data and utilize reports to identify trends, and track effectiveness of targeted tier 1 instruction and tier 2 and 3 interventions using the Tier Level Report, Tier Movement Report, Benchmark Growth Report, Cohort Assessment Performance Report, Intervention Usage Report, and Implementation Health Report.
• Support staff to create individual and group intervention plans with SMART goals and a progress monitoring plan, effective use of MTSS platform to create and document intervention plans, meeting notes, and intervention attendance.
• Monitor the fidelity of implementation and progress monitoring of interventions, through the To Do Lists in the MTSS Platform.
• Utilize the MTSS Platform to ensure :
• Alignment of interventions with the targeted skills
• Linkage of data to selected interventions
• Timely recording of progress monitoring data from Tier 2 and Tier 3 interventionists
• Professional Development :
• Use school level data to support the identification of professional development needs and priorities for all classroom, EL and SPED teachers, and tutors,
• Attend in person and virtual training and utilize web based resources and tools to deliver turn-key professional development to building staff in the areas of instruction, assessment, and intervention :
• District wide assessments and platforms
• Proctoring
• Understanding and using data
• Using data to inform instruction
• Identifying key standards to target
• Aligning and using instructional tools
• Curriculum resources support :
• Tier 1 Implementation and differentiation using the curriculum embedded / aligned resources
• SEL / School wide behavioral support lessons and resources MTSS platform and process
• Work collaboratively with school- based EL staff to support the Tier 1 instruction to meet the needs of English Learners at all stages of language development.
• Title I Requirements (for Title I schools only)
• Work collaboratively with building administration and other members of the school leadership team to complete the Comprehensive Schoolwide Needs Assessment, ongoing documentation for schoolwide components, and Schoolwide Plan Rubric for Evaluation,
• Participate in monitoring meetings with Title I District Coordinator,
• Comply with all Title 1 district timelines
• Comply with all requirements of Title I including family communication and engagement events

Physical and Mental Demands, Work Hazards :

Works in standard office and school building environments.

Knowledge and Skills :

• Commitment to creating schools that provide an education that cultivates productive habits of mind, body, and heart in every student.
• Familiarity with national, state and local curriculum standards and frameworks
• Knowledge and understanding of MTSS
• Ability to analyze, integrate, interpret and utilize multiple data sources to inform decisions
• Knowledge and understanding of effective instruction including (differentiation, explicit instruction,
• Demonstrated success with using research-based instructional strategies and best practices
• Experience and success with using differentiated instruction in the classroom
• Experience and success with student growth after literacy and math intervention with fidelity
• Demonstrated ability to lead and support teachers
• Demonstrated capacity to work well with others
• Knowledge of expected growth for students in intervention in order to reduce learning gaps
• Superior communication skills (oral and written)
• Evidence of organizational ability and successful completion of projects
• Knowledge of student data analysis
• Knowledge of and / or demonstrate the ability to learn and implement Operating Systems (i.e. Windows); Office suites (i.

e. Microsoft Office, Google Docs); Presentation Software

i.e. PowerPoint, Keynote); Spreadsheets (i.e. Excel, Google Spreadsheets); Communication and Collaboration tools (i.e.

Skype); Accounting Software (i.e. QuickBooks); Student Information Systems (i.e. Naviance, PowerSchool); or any other technology deemed relevant for this position.

Qualifications :

• CT CSDE Teaching Certification
• CT CSDE Intermediate Administration or Supervision Certification (092) or current or planned enrollment in a graduate program leading to certification as an administrator (Preferred)
• CT CSDE certification endorsed for (Preferred) :
• Reading and Language Arts Consultant (097)
• Remedial Reading and Remedial Language Arts, 1-12 (102)
• Comprehensive Special Education, K-12 (165)
• A minimum of 5 years teaching experience

Union :

Stamford Education Association (SEA)

Term : Three (3) Year

Three (3) Year

Work Year :

186 days, plus five days before school opens and five days after school closes

Salary : $50,684 to $123,992

Step Placement is based on education and experience as outlined in Article 4 (D) of the SEA Contract.

Finalized 05 / 13 / 2024

Application Procedures :

Online application is required.

Internal Applicants - Please upload :

• A cover letter summarizing your interest in and qualifications for this position
• A resume
• A minimum of 2 letters of reference, at least one of which is from a current supervisor

External Applicants - Please upload a minimum of 2 letters of reference, at least one of which is from a current or recent past supervisor.

Letters of reference should be dated within the last two years.