<p>Head Start SPED Certified Teacher/Interventionist/MTSS</p> <p>Position Overview</p> <p>The Interventionist / MTSS Specialist is a key instructional support role responsible for leading and coordinating academic and behavioral interventions for students in Pre-K through 2nd grade. In schools operating in partnership with Head Start, the specialist also ensures alignment with Head Start Early Learning Outcomes Framework (ELOF) and performance standards. This position works collaboratively with teachers, administrators, families, and support staff to promote early identification of student needs and implementation of data-driven, developmentally appropriate interventions within a Multi-Tiered System of Supports (MTSS) framework.</p> <p>Key Responsibilities</p> <p>Instructional Support</p> <ul> <li>Oversee and collaborate with teaching staff to implement targeted small group and individual interventions in early literacy, math, and social-emotional development. </li><li>Support teachers in implementing Tier 1 differentiated instruction aligned with Head Start expectations. </li><li>Support teachers in implementing Tier 1 differentiated instruction aligned with Head Start expectations. </li><li>Review lesson plans to ensure IEP goal integration </li><li>Other duties as assigned </li></ul> <p>MTSS Coordination</p> <ul> <li>Facilitate MTSS meetings and collaborate with Head Start and grade-level teams to review universal screening data (e.g., Brigance, CPALLS+). </li><li>Monitor and document student progress, intervention fidelity, and movement across tiers. </li><li>Maintain detailed intervention logs and support data entry into student information systems. </li></ul> <p>Data Analysis & Documentation</p> <ul> <li>Analyze assessment and progress monitoring data to identify students needing additional support. </li><li>Prepare reports for stakeholders, including parents, principals, and special education teams. </li><li>Assist with referrals for special education evaluation after Tier 3 interventions indicate limited progress. </li></ul> <p>Professional Collaboration</p> <ul> <li>Serve on the campus Response to Intervention (RtI) or MTSS team and the Head Start service team to ensure coordinated supports. </li><li>Lead or assist with professional development related to early intervention strategies, dyslexia support, developmental benchmarks, trauma-informed care, and behavior management. </li><li>Collaborate with Head Start staff including health, disability, and family engagement coordinators. </li><li>Partner with school counselors, speech/language pathologists, and external specialists as needed. </li></ul> <p>Family Engagement</p> <ul> <li>Communicate regularly with families about intervention plans and progress. </li><li>Participate in home visits, parent conferences, and workshops related to child development and academic readiness. </li><li>Provide resources for families to support learning at home. </li></ul> <p>Compliance & Reporting</p> <ul> <li>Maintain records that meet TEA and Head Start compliance requirements. </li><li>Support the Audit, Review, and Dismissal (ARD) processes by preparing data summaries, reports, and evidence of intervention fidelity. </li></ul> <p>Qualifications</p> <p>Required:</p> <ul> <li>Bachelor's degree in Education or related field </li><li>Valid Texas teaching certification (EC-6, with STR or Reading Specialist preferred) </li><li>Special Education certification (EC-12) or willingness to obtain within the first year </li><li>Minimum 2 years of teaching experience in early childhood or primary grades </li><li>Understanding of Head Start Early Learning Outcomes Framework and developmental milestones </li></ul> <p>Preferred:</p> <ul> <li>Master's degree in Reading, Curriculum & Instruction, Special Education, or Educational Psychology </li><li>Training or certification in MTSS, RtI, and early intervention programs (e.g., LLI, Reading Recovery) </li><li>Experience working in a Head Start program or similar federal early childhood initiative </li><li>Experience with progress monitoring tools and behavior support plans </li></ul> <p>Skills and Competencies</p> <ul> <li>Deep knowledge of early literacy, numeracy, social-emotional development, and early childhood development and interventions </li><li>Skilled in using formative assessments and data-driven instruction </li><li>Strong collaboration and communication skills with diverse stakeholders </li><li>Familiarity with trauma-informed practices and culturally responsive teaching </li><li>Proficiency with data tools like ChildPlus, Frontline portal, and CPALLS progress monitoring software </li></ul> <p>Compensation</p> <ul> <li>Competitive salary aligned with local charter school market </li><li>Benefits package including health insurance, paid leave, and professional development stipends </li></ul> <p>Working Conditions</p> <ul> <li>School environment serving both public charter and Head Start-funded students </li><li>Regular school-day hours with occasional family meetings or evening events </li><li>Mobility required between classrooms and small group spaces; may lift up to 25 lbs. </li><li>Frequent small group or one-on-one student instruction, requiring adaptability and responsiveness </li></ul> <p>The physical requirements for this position, with or without reasonable accommodation, are representative of those that must be met by an employee to perform the essential functions of this position successfully. While performing this position the employee with or without reasonable accommodation should have the ability to walk, stand, sit, kneel, speak, and hear with aid, see, read, reach with arms and hands, lift and/or move up to specified weight, and use equipment that is essential to performing the job, such as a computer, copier, fax machine, telephone, and automobile, if applicable. Specific vision requirements of this position may include color vision, seeing things close up, and the ability to adjust focus.</p> <p>Additional Job Description Information (not posted)</p> <p>The foregoing statements are intended to describe the general nature and level of work being performed by employees assigned to this job title. They are not intended to be construed as an exhaustive list of all required responsibilities, duties, knowledge, skills, and abilities.</p> <p>All TCS Employees are at will.</p>