SPECIALIST - MULTI-TIERED SYSTEM OF SUPPORT

Job Title: Specialist – MTSS Multi-Tiered System of Support Wage/Hour Status: Exempt

Reports to: MTSS Coordinator for Behavior Pay Grade: Admin PG 3

Dept./School: Accountability & School Improvement Days: 207

Primary Purpose:

Support districtwide implementation of the Multi-Tiered System of Supports for Behavior (MTSS B), including the district-adopted Emergent Tree framework. Build the capacity of campus leaders and staff through professional learning, coaching, modeling, data analysis, and implementation monitoring. Provide support through PLCs, intervention strategies, coaching feedback, and observations to improve student behavioral outcomes. Collaborate with district and campus teams to strengthen behavioral systems, improve implementation fidelity, and support positive student outcomes aligned with district and department priorities.

Qualifications:

Education/Certification:

Bachelor’s degree from accredited university

Special Knowledge/Skills:

• Knowledge of tiered behavior supports, evidence-based interventions, classroom management, and implementation fidelity.
• Knowledge of Emergent Tree or a comparable tiered behavior framework; ability to learn and implement district-adopted tools and procedures.
• Ability to facilitate adult learning, coach campus leaders and staff, model practices, and provide actionable feedback.
• Ability to interpret behavioral and implementation data and use findings to recommend appropriate supports.
• Knowledge of behavior observation and progress-monitoring methods, including frequency counts and antecedent-behavior-consequence data.
• Strong communication, collaboration, organization, time-management, and technology skills; ability to maintain accurate records and protect confidential information.

Experience:

• At least 3 years of experience working with students in a school or educational setting, focusing on behavior management and intervention.
• Experience implementing tiered behavior supports and using data to evaluate interventions.
• Experience using data collection methods such as frequency counts, ABC charts and other behavior tracking tools.
• Experience coaching educators, facilitating professional learning, or supporting campus behavior systems.

Major Responsibilities and Duties:

Campus Implementation and Coaching

1. Support consistent implementation of district MTSS B procedures and the Emergent Tree framework across assigned campuses, including Tier 1 systems and aligned Tier 2 and Tier 3 supports.
2. Build campus capacity through coaching, consultation, observation, modeling, and feedback. Student-facing activities support staff learning, implementation, and problem-solving.
3. Conduct implementation reviews and fidelity checks using district-approved tools. Identify strengths, barriers, and next steps with campus leaders and follow up on agreed-upon actions.
4. Coach campus teams in selecting, implementing, documenting, and evaluating behavioral interventions and adjusting supports based on student response and implementation data.
5. Support campus leadership teams, MTSS teams, and Professional Learning Communities in analyzing behavior data, identifying needs, setting goals, and monitoring improvement.
6. Support accurate and timely documentation of MTSS B plans and progress monitoring in FOCUS, consistent with district procedures.
7. Coach campus staff in engaging families as partners and communicating intervention processes, goals, and student progress.
8. Build campus capacity to prevent and respond to behavioral escalation through district-approved practices, modeling, and training, including de-escalation techniques and trauma-informed practices.

Professional Learning and Data Use

1. Develop, facilitate, and evaluate professional learning and resources on Emergent Tree, evidence-based behavioral practices, district procedures, and data-informed decision-making. Provide follow-up coaching to support application.
2. Collect, analyze, and communicate campus and district behavior and implementation data to inform campus support priorities and recommend improvements to district resources and practices.
3. Monitor the effectiveness of professional learning and coaching using implementation evidence and campus feedback; adjust support in collaboration with the MTSS Coordinator for Behavior.
4. Maintain accurate records of campus visits, coaching, professional learning, implementation feedback, and follow-up actions. Provide timely summaries of progress, barriers, and support needs to the supervisor.

Professional Growth and Compliance

1. Maintain current knowledge of research-based behavioral practices, intervention tools, applicable Texas and federal laws and requirements, Texas Education Agency guidance, and district policies related to assigned responsibilities.
2. Participate in required district, department, regional, state, and framework-specific professional learning, workshops, and meetings. Apply new learning and share relevant resources and actionable information with the team.
3. Support campus use of behavior practices and documentation consistent with district expectations and applicable requirements. Refer questions requiring legal or specialized interpretation through established district channels.
4. Perform duties in a professional, ethical, and responsible manner consistent with district policies and applicable professional standards, including maintaining confidentiality, protecting student and staff information, and adhering to mandatory reporting timelines.

District and Department Support

1. Collaborate within and across district teams, including but not limited to academic MTSS, Academics, Accountability, Special Education, and Guidance and Counseling, to coordinate campus support and align practices.
2. Support applicable behavior-related priorities in district and campus improvement plans and Results Driven Accountability through assigned implementation, data analysis, and monitoring activities.
3. Support district and Accountability & School Improvement initiatives through assigned projects, professional learning, campus support, resource development, and data analysis.
4. Maintain an organized campus support schedule; communicate priorities and changes, meet established deadlines, and complete timely follow-up.
5. Other duties as assigned in alignment with district, division, and / or department mission, vision, and priorities as assigned by supervisor.

Supervisory Responsibilities:

None. Provide coaching and implementation support to campus personnel.

Working Conditions:

Maintain emotional control under stress. Regular attendance and punctuality are essential. Work includes campus observations, facilitation of professional learning, meetings, and computer-based documentation and analysis. This role requires prolonged sitting, continuous computer use, prolonged visual acuity/screen time, and frequent repetitive hand motions for typing and data manipulation. The employee must be able to occasionally lift, carry, push, or pull up to 15-20 pounds of standard office or training equipment. Frequent districtwide and occasional statewide travel; may be required to work occasional prolonged or irregular hours, including after hours and weekends.