Multi-Tiered System of Support Specialist for School Climate, School District of Philadelphia

Posted by School District of Philadelphia on March 19, 2018

Facilitates the development of the District infrastructure to implement a comprehensive multi-tiered systems of supports for behavior (MTSS) focused on school-wide and classroom behavior strategies (universal supports, or Tier I) and individual or small group strategies (targeted behavioral interventions, or Tier II). These strategies are designed to improve school staff behavior practices, as well as school and classroom climate, for the purpose of improved student behavior. Facilitates the infrastructure needed to implement MTSS District-wide by coordinating the delivery of professional development by vendors to school leadership teams and school-based staff on behavioral intervention. Participates in systems-level planning, monitors implementation, and identifies present and emerging needs through data collection and analysis, and ongoing communications with school teams.

Essential Functions

• Coordinates the delivery of professional development by vendors on Tier 1 (universal) behavioral interventions to school-based staff and administrators, including administrators, teachers, counselors, social workers, nurses, paraprofessionals, and other school-based staff.
• Assesses school climate using the school climate tool and provides feedback to school leadership teams.
• Analyzes data to monitor the effectiveness of targeted and supplemental behavioral interventions.
• Ensures that schools receive the necessary support to successfully implement Tier 1 and Tier 2 strategies.
• Creates and/or maintains records, documents and other artifacts necessary to ensure grant compliance of the coordinated early intervention services portion of Individuals with Disabilities Education Act (IDEA).
• Consults with the Office of Specialized Instructional Services (OSIS) staff, including Special Education Directors.
• Consults with Behavioral Health Specialists.
• Consults with other District staff, including those in Student Support Services to provide consultation and training.

Minimum Requirements

• Master’s degree from an accredited college or university.
• Three years of full-time, paid, professional experience, which has included working with evidence-based interventions, developing and implementing professional development, and working with school-based staff and youth in an urban setting.

Knowledge, Skills and Abilities

Demonstrated knowledge of:

• Tier 1 strategies, including, but not limited to Positive Behavior Intervention and Support (PBIS), Restorative Practices, and Social Emotional learning.
• early Intervention services.
• principles, practices and techniques of behavioral science.
• techniques and practices used when working with ‘at-risk’ student populations.
• the methods and techniques used in effective program planning, design and administration.
• the current social, educational, and economic issues as they relate to urban families.
• trauma-informed practices.
• special education services.

Ability to:

• use data to drive decision making.
• exercise sound judgment and discretion in applying and interpreting policies and procedures and in making
• decisions consistent with program policies and objectives.
• gather and track data and write detailed reports.
• process multiple tasks simultaneously, adhere to timelines, and complete work in a timely manner.
• assess the effectiveness of programmatic activities and to make cogent recommendations as needed.
• use a personal computer.
• understand and follow oral or written directions.
• communicate effectively, both orally and in writing.
• establish and maintain effective working relationships.

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