Coordinator of MTSS and 504 Systems

The Coordinator of MTSS & 504 Systems leads the district's Multi-Tiered System of Supports (I-MTSS) framework and ensures compliance with Section 504 of the Rehabilitation Act. This role is responsible for the systemic implementation of data-driven academic and behavioral interventions (Tiers 1-3) and provides administrative oversight to ensure all students receive the support necessary for equitable educational access and early intervention services. This role emphasizes proactive, schoolwide systems, data-informed decision-making, and collaboration with staff to ensure consistent support for students. The Coordinator will work directly with leadership team members and school based personnel to support the implementation, refinement, and sustainability of I-MTSS best practices., * Support the effective implementation of Ohio's Integrated MTSS (I-MTSS) framework and the district's vision of multi-tiered system of supports (MTSS) through early intervention.

• Work collaboratively with district administrators, school-based leadership teams, teachers, and the community to facilitate the implementation of I-MTSS at the district and school levels
• Manage the completion of the district-wide I-MTSS handbook, implement/manage a centralized MTSS data warehouse; monitor student progress and ensure "data-driven" decisions are made at the building and district levels.
• Support curriculum and special education directors in researching, selecting, and implementing evidence-based intervention curricula for academic and behavioral supports. Establish "Fidelity Check" protocols and conduct regular onsite observations to ensure that intervention programs are implemented with the frequency, intensity, and consistency required to produce valid student growth data.
• Coordinate the implementation and continued adherence of any Ohio Department of Education and Workforce (ODEW) or legislative requirements including the creation and tracking of Mathematics Improvement and Monitoring Plans (MIMPs) as required by the school district or state law.
• Design and lead district-wide PD on Tier 1-3 strategies, 504 accommodations, and behavioral intervention.
• Help faculty and staff analyze/disaggregate data to lead, facilitate and support the use of data to improve student learning.
• Work with the Coordinator of Structured Literacy to align literacy interventions with the broader MTSS framework.
• Plan, research, create and/or lead professional development opportunities to support the implementation of I-MTSS initiatives.
• Maintain and monitor a district-wide tracking system for 504 timelines, ensuring 100% compliance with annual reviews and three-year re-evaluations.
• Generate and audit 504 due date reports and monthly compliance summaries for building and district leadership.
• Coordinate and verify the accuracy of Accommodation Reports for all state and district-wide testing (e.g., OST, MAP) to ensure students receive legally mandated supports.
• Serve as the lead administrative representative for "High Need" 504 cases, providing conflict resolution and technical expertise for complex medical or behavioral accommodation requests.
• Provide ongoing professional development to staff on the legalities of Section 504 to prevent procedural violations and ensure equitable access.
• Conduct formal OTES evaluations for assigned certified/licensed staff, focusing on the integration of interventions and classroom management, as needed.
• Organize and lead the Student Support Services meetings to ensure district alignment with roles and responsibilities of team members for I-MTSS and 504 compliance.
• Review research and actively participate in professional development opportunities to promote continued professional growth in tiered intervention.
• Inform district leaders of up-to-date information on national and state trends and research-based best practices.
• Work collaboratively with diverse constituencies including classroom teachers, principals, district administrators, support specialists, community members, agency staff, regional service providers and ODEW to contribute to student success.
• Provide technical assistance to align professional learning, curricula and instructional practices across grade-levels and school buildings.
• Perform other tasks as assigned by the Superintendent or his/her designee.

• Minimum Bachelor's Degree, with Master's Degree preferred;
• Valid Ohio Administrator License or evidence that such is obtainable;
• Valid OTES evaluator credential or evidence that such is obtainable;
• Evidence of strong understanding of MTSS Response to Intervention processes and Section 504 law.
• Proven experience in data analysis and instructional coaching.
• Prior demonstrated successful experience leading and implementing initiatives with faculty, staff and students;
• Exhibit the ability to consult with school personnel in developing and implementing effective interventions that bridge the gap between intervention implementation and the general education curriculum within the I-MTSS framework.
• Experience in leadership and management of organizations and people;
• Knowledge of student development;
• Demonstrated experience in communicating and problem solving with students, parents, staff and community members;
• Proven ability to provide collaborative instructional leadership;
• Ability to communicate effectively and work cooperatively with students, staff, and parents;
• Ability to adapt to changing information, conditions, or challenges with a positive attitude; and,
• Must have full support of the Directors of Elementary, Secondary and Special Education, the Assistant Superintendent of Teaching & Learning, and the Superintendent.

The successful candidate will:

• Have advanced working knowledge of the ADA, Section 504 of the Rehabilitation Act, and IDEA. Ability to apply these federal and state laws, rules, and regulations to ensure absolute district compliance and defensibility.
• Exhibit deep knowledge of Section 504 legalities, including "Child Find" mandates, eligibility determination, and manifestation determination reviews.
• Demonstrate the ability to utilize district student information systems (e.g., PowerSchool, Samegoal, Special Programs) to pull real-time reports for testing accommodations and compliance deadlines.
• Exhibit ability to create, scale, and maintain systemic organizational structures (i.e., school/course schedules, I-MTSS Handbooks, 504 procedural manuals, and MIMPs).
• Demonstrate an expertise to design and deliver high-impact Professional Development for certified and classified staff, with a focus on "follow-through" and longitudinal monitoring to ensure that evidence-based interventions move from initial training to consistent classroom application.
• Demonstrate the ability to lead multidisciplinary teams through difficult decision-making processes while maintaining a supportive, student-centered focus.
• Exhibit the ability to deal effectively and appropriately with parents and educational professionals regarding sensitive student concerns. Must possess the skill to communicate complex legal and educational information clearly, both orally and in writing.
• Demonstrate knowledge of current research regarding evidence-based interventions and the ability to evaluate the effectiveness of various curricula. Demonstrated skill in developing "Fidelity of Implementation" rubrics and providing the necessary coaching and follow-through to ensure staff members are delivering interventions according to established research protocols.
• Demonstrate the ability to perform all related work required to accomplish the strategic objectives of school and district-wide initiatives, legislative and/or ODEW requirements and the I-MTSS model.
• Exhibit a drive and passion for excellence and continual learning/professional growth;
• Demonstrate a vision for preparing students for lifelong learning;
• Exhibit a belief that every student can succeed;
• Exhibit a commitment to high expectations, values and purpose of the district;
• Exhibit excellent oral, written, and electronic communication skills and collaboration and engagement skills;
• Demonstrate technological literacy with intermediate or higher proficiency level;
• Exhibit excellent time management skills;
• Demonstrate a solution-focused approach to collaborative problem-solving in a complex environment;
• Demonstrate the ability to maintain relationships with the entire school community;
• Exhibit strong management and organizational skills; and,
• Exhibit initiative, drive, and perseverance to complete a project., * The employee may occasionally lift and move objects weighing approximately 25 pounds.
• The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance.
• While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as, a noisy environment and be able to tell where a sound is coming from.
• The employee must be able to communicate to the team in order to give directions.

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. Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually moderate.

Salary is competitive and commensurate with experience, and includes excellent benefits. Calendar: 221 days/year