Director of Multi-Tiered System of Supports
Reports To: Executive Director for Curriculum, Instruction, and Technology
Classification: Certified Administrator
Employment Status: Full-Time
Work Calendar: 12 Months (The schedule will have flexibility to allow for early morning, evening, and/or weekend responsibilities as needed to support extended school day programs.)
Annual Salary: Commensurate with experience
Benefits: In accordance with applicable district policies and employment terms
Supervisory Responsibilities: Assigned intervention and extended learning personnel, as designated by district administration
Job Goal: Lead the district’s Multi-Tiered System of Supports (MTSS) and extended learning programs to improve student achievement, engagement, attendance, behavior, and social-emotional well-being.
The Director ensures that students receive timely, coordinated, evidence-based support during the regular school day and through before-school, after-school, and summer programming. The position connects instruction, assessment, intervention, enrichment, and family engagement to address opportunity and achievement gaps across grades PK–12.
Essential Duties and Responsibilities
MTSS Leadership
1. Districtwide Implementation
a. Lead the refinement, implementation, and continuous improvement of a consistent districtwide MTSS framework.
b. Collaborate with building leaders to establish clear procedures for Tier 1 core instruction, Tier 2 targeted interventions, and Tier 3 intensive individualized supports.
c. Maintain an MTSS implementation guide outlining team responsibilities, referral procedures, intervention planning, progress monitoring, and decision-making processes.
d. Establish consistent criteria for entering, adjusting, intensifying, and exiting interventions.
e. Support alignment among academic, attendance, behavioral, and social-emotional supports.
f. Coordinate MTSS priorities with district and school improvement plans.
2. Team Leadership and Intervention Planning
a. Facilitate district MTSS leadership meetings and support building-level problem-solving teams.
b. Guide teams in developing measurable intervention plans that identify student needs, strategies, frequency, duration, responsible staff, and progress-monitoring methods.
c. Coordinate intervention schedules to support access to core instruction and other required services.
d. Monitor implementation fidelity and help teams adjust interventions based on student progress.
e. Collaborate with school counselors, psychologists, social workers, special education staff, ENL staff, teachers, and administrators.
f. Coordinate with special education and Section 504 teams to support aligned services and timely referrals through established district procedures.
3. Assessment and Data Analysis
a. Coordinate universal screening and intervention-related assessment schedules with appropriate district/building staff.
b. Organize and analyze student achievement, attendance, behavior, course performance, and progress-monitoring data.
c. Maintain accurate intervention records and data dashboards using district-approved systems.
d. Help staff interpret assessment results and identify instructional needs, patterns of performance, and barriers to learning.
e. Establish regular data-review cycles to evaluate student response to interventions.
f. Analyze access to services and outcomes across student groups to identify disparities and recommend improvements.
g. Collaborate on district and state assessment activities as assigned.
4. Professional Learning
a. Assess staff professional learning needs related to MTSS and intervention delivery.
b. Plan and deliver training on evidence-based practices, differentiation, progress monitoring, and collaborative data analysis.
c. Provide coaching and follow-up support to strengthen classroom implementation.
d. Help staff distinguish between instructional needs, language-development needs, and other factors affecting student performance.
e. Facilitate the sharing of effective practices across schools and grade levels.
Extended School Day and Summer Program Coordination
1. Program Planning and Operations
a. Plan, coordinate, and evaluate district before-school, after-school, and summer learning programs, including intervention, enrichment, and credit-recovery opportunities.
b. Oversee daily operations, including attendance, student supervision, arrival and dismissal, facilities, materials, and emergency procedures.
c. Coordinate transportation, meals or snacks, technology access, and accessibility supports with appropriate departments.
d. Conduct regular program visits to monitor instructional quality, student engagement, and operational effectiveness.
2. Instructional Alignment and Student Support
a. Align extended learning activities with classroom instruction, student intervention plans, and district curriculum priorities.
b. Collaborate with teachers and school counselors to identify students who would benefit from additional learning opportunities.
c. Ensure programs provide appropriate accommodations, language supports, and access for students with varied learning needs.
d. Monitor participation, attendance, academic progress, and completion of program goals.
e. Incorporate developmentally appropriate enrichment, leadership, career exploration, and student-interest activities.
3. Staffing and Supervision
a. Identify staffing needs and participate in recruitment, interviews, and hiring recommendations.
b. Develop staff schedules and assignments in coordination with building administration.
c. Orient staff to program expectations, instructional goals, student support procedures, and safety protocols.
d. Supervise assigned personnel and conduct evaluations when designated by district administration.
4. Partnerships and Family Engagement
a. Coordinate with community organizations, service providers, and other district-approved partners.
b. Maintain regular communication with families regarding enrollment, attendance, progress, and available supports.
c. Gather student and family feedback to improve program access, participation, and quality.
5. Program Accountability, Budget, and Reporting
a. Develop proposed budgets and monitor approved expenditures in collaboration with district administration and the Business Office.
b. Maintain documentation supporting staffing, purchases, services, and program expenses.
c. Track applicable grant requirements, reporting deadlines, participation measures, and program deliverables.
d. Evaluate program effectiveness using multiple measures, including student growth, attendance, engagement, course completion, and implementation fidelity.
Perform other related duties consistent with the position, as assigned.
Qualifications and Requirements Required:
? Master’s degree in educational leadership, curriculum and instruction, special education, or a related field.
? Valid New York State administrative certification appropriate to the position.
? At least five years of successful experience in education, including classroom instruction, intervention, instructional coaching, school counseling, or educational leadership.
? Knowledge of MTSS, evidence-based interventions, universal screening, and progress monitoring. Demonstrated experience using student data to guide instruction, intervention planning, and program improvement.
? Experience facilitating collaborative teams and professional learning.
? Strong organizational, communication, supervisory, and problem-solving skills.
? Proficiency with student information systems, assessment platforms, spreadsheets, and data reporting tools.
? Ability to work effectively with students, staff, families, and community partners from diverse backgrounds.
Preferred:
? Experience leading schoolwide or districtwide MTSS implementation.
? Experience supervising staff, managing budgets, and supporting grant-funded programs.
? Experience developing implementation procedures and evaluating program outcomes.
Performance Expectations:
The Director will:
? Maintain a district-wide MTSS implementation plan and annual program calendar.
? Establish consistent intervention documentation and regular data-review cycles.
? Monitor whether students receive assigned support and make progress toward identified goals.
? Maintain organized staffing, attendance, budget, and program records.
? Provide periodic implementation and outcome reports to district leadership.
? Prepare an annual evaluation of MTSS and extended learning programs with recommendations for the following year.
? Specific annual goals and measures will be established with the supervising administrators.