Job+Description

MTSS Facilitator Roles and Responsibilities (This is a fluid document, subject to change as MTSS evolves in our district.)  MTSS Facilitator Roles in Tier I (Core): ·  Conduct classroom observations for: o  observing student needs o  supporting the use of instructional strategies and practices ·  Model the connection between reading and writing ·  Provide information related to the National Reading Panel’s Big 5 Essential Components of Reading (Phonological/Phonemic Awareness, Phonics, Comprehension, Vocabulary, Fluency) and other general reading topics ·  Support the use of the standards and the Essential Components of Reading ·  Support teachers in the identification of individual reader’s needs at different stages through the use of screening and diagnostic assessment tools ·  Support teachers in identifying activities for students at each stage of reader development (emergent, early, transitional, and self extending) ·  Have ongoing dialogue and communication with teachers (PLC’s, informal conversations, email, etc.) ·  Lead book studies || //100% of our student population will receive Tier I instruction through a guaranteed and viable curriculum. With strong core instruction, 80% or more of our student population will not need additional support. //  <span style="FONT-FAMILY: 'Times New Roman','serif'">MTSS Facilitator Roles in Tier II (Strategic): ·  <span style="FONT-FAMILY: 'Times New Roman','serif'">Provide support in creating intervention lessons focusing on the essential components of reading ·  <span style="FONT-FAMILY: 'Times New Roman','serif'">Lead ongoing data conversations using data charts ·  <span style="FONT-FAMILY: 'Times New Roman','serif'">Provide support in the ongoing fluid grouping of students ||  ·   <span style="FONT-FAMILY: 'Times New Roman','serif'">Work with instructional focus groups no larger than five for 30 minutes (sizes of extension groups for students at benchmark and above may vary) ·  <span style="FONT-FAMILY: 'Times New Roman','serif'">Provide ongoing progress monitoring during the tier II intervention time ·  <span style="FONT-FAMILY: 'Times New Roman','serif'">Communicate ongoing student progress with the student’s instructional team (i.e. during PLCs) || //<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Times New Roman','serif'">With strong core instruction, approximately 15% or less of our population might still need Tier II support. // <span style="FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-FAMILY: 'Times New Roman','serif'">MTSS Facilitator Roles in Tier III (Intensive) ·  <span style="FONT-FAMILY: 'Times New Roman','serif'">Provide weekly ongoing progress monitoring ·  <span style="FONT-FAMILY: 'Times New Roman','serif'">Communicate ongoing student progress with the student team (i.e. during PLCs) || //<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Times New Roman','serif'">With strong core and Tier II instruction, approximately 5% or less of our population might still need Tier III support. // <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Times New Roman','serif'">
 * <span style="FONT-FAMILY: 'Times New Roman','serif'">Coach ||
 * ·  <span style="FONT-FAMILY: 'Times New Roman','serif'">Demonstrate lessons using the gradual release model focusing on the instructional frameworks (read aloud, shared reading, differentiated reading instruction, independent reading)
 * <span style="FONT-FAMILY: 'Times New Roman','serif'">Coach || <span style="FONT-FAMILY: 'Times New Roman','serif'">Interventionist  ||
 * ·  <span style="FONT-FAMILY: 'Times New Roman','serif'">Model purposeful intervention lessons related to individual and/or small group needs
 * <span style="FONT-FAMILY: 'Times New Roman','serif'">Interventionist (MTSS and Special Education Teams) ||
 * ·  <span style="FONT-FAMILY: 'Times New Roman','serif'">Provide intensive intervention for groups no larger than 3 for 30 minutes (if receiving 30 minutes of Tier II instruction)

<span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Times New Roman','serif'">Rev. 9/08

USD 262 JOB DESCRIPTION


 * Position Title: Title I / Instructional Coach**
 * Department: Federal Programs**
 * Reports To: Building Principal; Federal Programs Director**
 * Approved By: BOE** **Date: March 2007**

=**The goal of this position is to increase student achievement through assisting students in reading and math instruction, and in assisting staff in research-based reading and math instruction, and in assessment.**= = = = =
 * ESSENTIAL DUTIES AND RESPONSIBILITES:**
 * Assist students with reading and math strategies for success
 * Assist teachers with assessment/diagnosis of student deficiencies
 * Model instructional strategies
 * Provide assistance to teachers for meeting instructional needs of ESL students
 * Assist staff with intervention strategies for struggling students
 * Support reading and math program implementation
 * Other duties as assigned

While performing the duties of this job, the employee is almost continuously required to sit, talk and hear. The employee is occasionally required to walk and stand. The employee is required to reach with hands and continuously will repeat the same hand, arm or finger motion many times as in typing. Specific vision abilities required by this job include close vision, depth perception and the ability to adjust focus. The employee will occasionally lift and/or move up to 50 pounds. Some extended hours and multiple demands from several people are frequently required by the employee. The noise level in the work environment is usually moderate. // The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. //
 * __ SALARY/CONTRACT LENGTH: __** This position is a regular teacher contract length. Candidates will be placed on the teacher pay schedule.
 * __ SUPERVISORY RESPONSIBILITIES: __** None
 * __ QUALIFICATION REQUIREMENTS __**** : ** To perform the job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 * __ EDUCATION and/or EXPERIENCE: __** Master’s degree in reading or education with a reading specialist; exceptional interpersonal skills; expertise in adult learning; minimum of 5 years experience in a literacy related field; knowledge of current effective reading and math practices and research-based instruction; high level of technology expertise.
 * __ LANGUAGE SKILLS: __** Ability to read and comprehend instructions, correspondence, and memos. Ability to write correspondence. Ability to effectively present information in one-on-one and small group situations to vendors, clients and other employees of the organization. Knowledge and use of correct grammar required.
 * __ REASONING ABILITY: __** Ability to apply common sense understanding to carry out written or oral instructions. Ability to deal with problems involving concrete variables in standardized situations. Ability to maintain confidentiality.
 * __ OTHER SKILLS and ABILITIES: __** Computer skills necessary. Ability to apply knowledge of current research and theory in specific field. Ability to perform duties with awareness of all district requirements and Board of Education policies. Ability to multi-task in a fast-paced environment is critical.
 * __ PHYSICAL DEMANDS __**** : ** The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 * __ WORK ENVIRONMENT __**** : ** The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.