MTSS Coordinator

Assignment: MTSS Coordinator Reports to: Director of Special Education Starts: December 2026/January 2027 Position Summary: MTSS Coordinator Overview: The MTSS Coordinator serves as support within the district, leveraging expertise to oversee, enhance, and streamline special education and student support services. Reporting directly to the Director of Special Education, this role provides high-level district guidance on Section 504 and special education compliance, leads Multi-Tiered System of Supports (MTSS) and Positive Behavioral Interventions and Supports (PBIS) frameworks, and offers specialized diagnostic insight.

Key Responsibilities

Section 504 Consultation & Special Education Compliance: Provide district-wide oversight, policy guidance, and quality assurance for Section 504 plans. Serve as the primary subject-matter expert to ensure legal compliance, procedural safeguards, and proper implementation of accommodation plans across all school buildings.

Train and consult with building-level 504 coordinator/counselors, teachers, and administrators. MTSS & PBIS Leadership: Lead the implementation, scaling, and evaluation of district MTSS (academic and behavioral) and PBIS frameworks. Collaborate with school teams to analyze district-wide and building-level data, standardizing universal screenings, progress monitoring, and evidence-based interventions.

Guide multi-disciplinary teams in utilizing data-driven decision-making to reduce unnecessary special education referrals through strong Tier 1, 2, and 3 interventions. Diagnostic Support & Assessment Consultation: Provide clinical consultation and peer mentoring to school psychologists and evaluation teams on complex diagnostic cases, functional behavior assessments (FBAs), and specialized evaluation tools.

Ensure evaluation procedures remain culturally responsive, compliant, and reflective of best practices. Building & Staff Support: Provide direct consultation, coaching, and problem-solving support to building principals, special education staff, and multidisciplinary teams. Design and deliver professional development programs focused on special education law, behavioral supports, crisis intervention, and differentiated instruction.

Assist building staff in managing complex student needs and navigating challenging IEP/504 meetings. Parent & Community Engagement: Act as a supportive liaison between families, schools, and community resources to foster collaborative parent-school partnerships. Facilitate positive dispute resolution, mediate parent concerns, and guide families through the special education and 504 processes with transparency and empathy.

Develop communication materials and workshops to inform families about student support services, accommodations, and rights.

Qualifications

& Requirements Education & Certification: Master's, Educational Specialist (Ed.S.) or other terminal degrees. Valid State Certification/Licensure in special education or related field Experience: Minimum of 3�5 years of successful experience as a diagnostic staff, school psychologist experience preferred Demonstrated experience leading district or building initiatives in Section 504, MTSS, and PBIS.

Proven leadership in multi-disciplinary team facilitation, data analysis, and dispute resolution. Experience and understanding of Special Education law Full-Time, School-year position Working Conditions Responsibilities involve travel between assigned buildings, frequent movement within classrooms and buildings, communication with students and adults, use of instructional technology, and handling teaching and diagnostic materials.

Essential functions

may be performed with reasonable accommodation. Physical Requirements and Working Conditions: Reaching: Extending hand(s) and arm(s) in any direction. Lifting: Raising objects from a lower to a higher position or moving objects horizontally from position to position. This factor is important if it occurs to a considerable degree and requires the substantial use of the upper extremities and back muscles.

Grasping: Applying pressure to an object with the fingers and palm. Talking: Expressing or exchanging ideas by means of the spoken word; those activities where detailed or important spoken instructions must be conveyed to other workers accurately, loudly, or quickly. Hearing: Perceiving the nature of sounds at normal speaking levels with or without correction, and having the ability to receive detailed information through oral communication, and making fine discriminations in sound.

Repetitive motions: Making substantial movements (motions) of the wrists, hands, and/or fingers. The worker is subject to environmental conditions. The worker should provide consistent and reliable in-person attendance. Terms of Employment The applicable collective bargaining agreement and district procedures govern salary, work calendar, hours, planning time, and travel reimbursement.

District administration determines building assignments and schedules.