Multi-Tiered Systems of Support (MTSS) Tier 1 School-Wide Team Leader - (.5) - Maple Lane

SALARY:                     Stipend based on established EPER Schedule
REPORTS TO:            Building Principal

JOB GOAL: The Multi-tiered System of Support (MTSS) School-Wide T1 Team Leader(s) works in coordination with administration to secure a team with building-wide representation that will use a data-driven approach to develop a responsive system of support that addresses the academic and nonacademic needs of all learners and boosts student performance. The T1Team Leader(s) will guide the team in creating building structures and strategies that foster a safe, respectful and positive school environment for all students.  

REQUIRED QUALIFICATIONS:

• Must hold a Delaware Standard Certificate as an Educator
• Currently Employed as an educator in the BSD
• Willingness to demonstrate leadership at the building level
• Ability to work with others and communicate effectively
• Demonstrates organization skills and the ability to delegate

ESSENTIAL JOB FUNCTIONS:
Collaboration
 
1- Collaborate with building administration to establish a T1 representative team that meets regularly. 
2- Collaborate with building administration regarding T1 (School-wide) programming needs.
3- Collaborate with the T2/3 (PST) team leader for continuity between systems (moving through the tiers fluidly, up and back down). 
4- Collaborate with T2/3 (PST) team leader to create a school-wide MTSS yearly action plan
5- Recommended goal: meet 2-3 times a year (minimally) to review building data (ie: Tiered Fidelity Inventories (TFI), school climate, attendance, grades, discipline/RAP, etc..) 
6- Collaborate with the T2/3 (PST) team leader when student data suggests a T2 concern. 
7- Participate in district level MTSS leader meetings
8- Participate in state-wide MTSS meetings, when appropriate. 
 
Family Engagement
 
1- Include parents, caregivers, families in the T1 programming efforts (opportunities for them to provide feedback)
2- Include parents, caregivers, families in T1 celebrations, acknowledgements, etc.. when appropriate. 
3- Include parents, caregivers, families in positive T1 data outcomes. 
 
Data Analysis, Problem Identification and Decision Making
 
1- Review multiple T1 data sources (School Climate, TFI, Big 5, discipline, attendance, etc..) to develop and monitor school-wide programming within the context of the four components of the T1 framework. 
2- Identify student centered problems and problems of practice (ie; discipline, classroom management, equity, etc..)  Modify action plan and actions in efforts to address those concerns. 
3- Schedule and facilitate data driven and solution focused T1 team meetings at least once a month. 
 
Systematic Prevention and Intervention Systems
 
1- Coordinate the roll out of the teaching of school-wide expectations (Staff and students)
2- Revise school-wide expectations with the T1 team and equity team, as needed 
3- Incorporate social-emotional learning (SEL) opportunities. 
4- Facilitate the development of correction systems that are restorative vs punitive
 
Implementation Integrity
1- Participate in the yearly DDRT process (December and June)
2- Participate in the ongoing Key Feature Evaluation, status tracker process. 
3- Participate in the Key Feature Evaluation (KFE) with the Center for Disability Studies, when asked. 
4- Participate in the yearly TFI scoring process (future expectation)
5- Participation in the yearly School Climate Survey.