VISTA UNIFIED SCHOOL District

CERTIFICATED JOB DESCRIPTION

TITLE OF POSITION: Director, Multi-Tiered Systems of Support (MTSS)

A. Primary Function: Responsible for developing, leading, implementing, monitoring, and

collaborating with district and site leaders in the integration of district-wide and site-based Multi-Tiered Systems of Support (MTSS) that support the whole child. Provide strategy, knowledge, guidance, and support to and build the capacity of District and building level administrators, teachers, and student support staff to improve student academic, behavioral, and social emotional outcomes and well-being through professional development, programming, and resources. 

B. Directly Responsible to: Assistant Superintendent, Educational Excellence or designee

C. Assigned Staff: Staff including all certificated, classified, and management staff 

D. Representative Duties:

1. Provides leadership in the development and implementation of the comprehensive District MTSS Plan. E

2. Collaborates with District leaders to ensure the integration of MTSS into the District strategic plan. E

3. Collaborates with District and school leaders to develop a blueprint for MTSS implementation and facilitate school processes to develop their individual implementation plans. E

4. Directs, assigns, and supervises assigned certificated and classified personnel to assure equitable access to programs and resources, collaborates with other E E & I Department members to build capacity of coaches and site leaders through professional learning, coaching, and mentorship aligned to the District’s vision for MTSS. E

5. Develops and submits budgets appropriate for the implementation of MTSS each year. E

6. Demonstrates cultural proficiency, sensitivity, and equity to ensure all VUSD students’ needs are included and to increase student success. E

7. Applies knowledge of the MTSS framework, positive behavioral interventions and supports (PBIS), response to intervention (RtI), social emotional learning (SEL) restorative practices, trauma-informed practices, and family engagement to build knowledge and capacity of leaders and teachers to improve students outcomes and well being. E  

8. Provide support to the District leadership teams for the implementation of District practices and protocols to support and sustain MTSS.E

9. Collaboratively works with District office personnel and school principals to ensure data systems are in place and to develop and determine how best to monitor student data for problem solving data team processes in schools. E   

10. Develops and implements an MTSS evaluation process to assess implementation fidelity and impact of students and staff. E

11. Maintains knowledge and skills in emerging MTSS implementation and practices. 

12. Facilitates and supports the collaborative planning and inquiry cycles with District and school based teams assess process and guide decisions. E

13. Develops and facilitates MTSS training for school based leadership teams, staff, parent, and community stakeholders. E 

14.  Provides guidance on the development of training and ongoing coaching to school leadership teams and teachers on the MTSS framework and implementation strategies. E

15. Establishes a community of practice among school level MTSS point-of-contact (liaisons) that meets regularly to communicate and collaboratively problem solve issues related to MTSS implementation.  E

16. Builds capacity of District teams (Title 1, Special Education, counseling, etc) to utilize data to inform instructional planning and monitor the effectiveness of academic and behavior instruction at the core, supplemental, and intensive instruction/intervention levels. E

17. Oversees and coordinates the work of the District rollout for full implementation of MTSS (TK-12). 

18. In collaboration with other administrators in E E & I, designs and implements a written , comprehensive multi-year professional learning and coaching plan with clear expectations for implementation and monitoring based on best practices for improving effective instruction, with a specific focus on the areas of multi-tiered systems of support, data based problem solving, improvement science, school design, universal supports and match interventions. . E

19. Engages school based committees to build a common understanding of the instructional vision and their critical role in supporting the attainment of the vision.

20. Identifies resources for professional development aligned with the MTSS components, including school access to expertise in support of school action plans to better implement and monitor progress. 

21. Develops newsletters that highlight the MTSS goals and implementation strategies in the District. 

22. Presents at various meetings and venues to provide common language and common understanding and update of District MTSS initiatives and goals. E

23. Directs the preparation and maintenance of a variety of narrative and statistical reports, record, and files; prepared and processes grant applications, reports, inventories, and other materials. E

24. Communicates and collaborates with other administrators, District personnel, and outside organizations to coordinate activities and programs, resolve issues and conflicts, and exchange information; model DIstrict standards of ethics and professionalism.

25. Leads and works with school improvement initiatives that close student achievement gaps between racial, ethnic, and economic groups by working with all of the diverse communities. E

26. Performs other related duties as assigned.

E. Education and Experience:

Appropriate valid California Clear Teaching Credential

Valid California Administrative Services Credential 

Valid California driver’s license

At least ten (10) years of successful educational leadership experience

Site level experience required

F. Qualifications:

Knowledge of: 

A Multi-Tiered System of Support model and implementation of a MTSS model in school settings

Data based problem solving

Budget planning and monitoring 

Positive behavior interventions and supports

Universal Design for Learning

Social emotional learning and trauma informed care practices 

Effective leadership practices

Principles and practices of administration, supervision, and professional learning

Planning, organization, and evaluation of professional learning

School improvement and professional learning initiatives 

School management, practices, supervision, development, and training

Educational programs, curriculum and instruction, and learning of students K-12,. Instructional programs at all levels. 

Utilizing data and assessment results to plan, monitor, and assess professional learning 

Academic and behavior interventions to support high quality instruction for all students and to meet student’s individual needs 

Measurement tools for various levels of assessment; including adaptive and curriculum based measurement 

Special Education programs and services

Data gathering and analysis, project planning, decision making and evaluation

  Abilities to:

Communicate competently and with clarity to stakeholders

Work in a diverse socio-economic and multicultural community

Maintain consistent, punctual and regular attendance

Supervise and evaluate the performance of assigned staff

Plan, organize, and prioritize work to meet multiple schedules and deadlines, and manage simultaneous tasks, with many interruptions

Ability to facilitate professional learning related to content areas including common technology platforms 

Demonstrate skills in facilitation, conflict resolution and adult learning principles.   

Demonstrate skills in data gathering and analysis, project planning, decision making and evaluation 

Actively participate in District meeting or committees 

Work effectively with and recognize needs of the culturally and economically diverse groups

Communicate using patience and courtesy in a manner that reflects positively on the organization

G. Physical Demands:

Occasionally sitting for extended periods of time 

Frequently walking, standing, stooping or bending 

Variable hours

Physical agility and stamina (occasionally to frequently)

Occasionally lifting, pushing or pulling objects weighing up to 15 pounds, seldom weighing up to 30 lbs

Occasionally climbing, reaching overhead (above the shoulders), twisting, crouching or kneeling 

Dexterity of hands and fingers to operate a computer keyboard (occasionally to frequently)

Frequently listening and speaking to exchange information and make presentations

Physical Demands Frequency Definitions Based on an 8 hour day:

N = Never = 0%

S = Seldom = 1 - 10% (< 45 minutes)

Oc = Occasionally = 11 - 33% ( up to 3.0 hours)

F = Frequently = 34 - 66% (up to 6 hours)

C = Continuously = 67 - 100% (> 6 hours)

H. Salary: Range 30

I. Work Year:  227 days