Friendship Public Charter School

Student & Staff Support Team Coordinator (SSST)

Vacancy for School Year
2020-21
Class
Full-Time
Location
US-DC-Washington
Campus
Friendship Blow Pierce Campus

Company : Campus Specifics

Why Blow Pierce?


When it comes to success in the classroom, character matters just as much as rigorous academics. Just look at the outcomes from Blow Pierce Elementary and Middle. One of the District’s highest-performing Tier 1 charter schools, Blow Pierce builds scholars who pursue academic excellence with integrity, perseverance, confidence and courage.

Blow Pierce pre-K3-3 students develop a strong foundation in core subject areas through a thematic approach that brings social and cultural relevance to reading, language, mathematics, science and history. By focusing equally on students’ emotional, social, physical and academic development, Blow Pierce creates an environment of safety and respect where students embrace the character traits of high achievers.

Grades 5-8 at Blow Pierce Middle build on this approach by helping students gain a deeper understanding of core content, while taking ownership of their learning. Consistent with Friendship’s focus on early college exposure, students are introduced to the major concepts they will put to work later in Advanced Placement courses and Friendship’s Early College high school program.

Guided by dedicated teachers who are vested in each student’s success, Blow Pierce builds scholars who are on their way to becoming college completers.

Overview

The mission of Friendship Public Charter School is to prepare students to become ethical, literate, well-rounded and self sufficient citizens by providing a world-class education that motivates students to reach high academic standards, to enjoy learning, to achieve success, and to contribute actively to their communities.

Responsibilities

- Broad understanding of the MTSS/RTI structure as it relates to school reform
- Deep understanding of the MTSS/RTI literature
- Clear knowledge of the application of RTI model at the primary/secondary level
- Knowledge of the implementation and application of MTSS/RTI model at the school site level
- Ability to clearly articulate the FPCS precepts of RtI2
- Ability to use data for decision-making regarding student needs
- Ability to design broad scale MTSS framework for adaption at site levels
- Ability to conduct professional development in all aspects related to MTSS/RTI, including philosophy, problem-solving methodology, system change, universal screening, progress monitoring, decision making, intervention methods at all tiers for both academic and behavioral needs
- Ability to work in a high demand environment
- Ability to lead large and small groups through change efforts

- Developing, leading, implementing, monitoring, and collaborating with other educators in the schoolwide integration of MTSS

- Communicating with parents and working on the Instructional Leadership Team, and implement the MTSS model which includes RTGI and PBIS approaches

- Coaching and training colleagues on MTSS implementation

- Managing, analyzing, and utilizing student data (i.e., scoring probes, scheduling data collection, using collected data to drive student support)

 Training and ongoing coaching to school leadership teams and teachers on the MTSS framework  o Working to develop, implement, and sustain our MTSS framework 

o Analyzing and utilizing student and teacher data with our School-Wide Information System (SWIS) to guide data-based decision making and enhance direct instruction 

o Reviewing and updating student codes of conduct  o Supporting teachers in identifying student needs and providing appropriate interventions

- Collaborate with school sites to develop and implement infrastructure to support collaborative planning and problem solving

- Provide technical assistance to school sites to develop plans to monitor and evaluate the fidelity of core, supplemental, and intensive instruction and supports

- Support the implementation of a documentation system to ensure sufficiency of supplemental (targeted) and intensive interventions

- Model and facilitate the evaluation of the types of responses to instruction/intervention for large groups, small groups, and individual scholars

- Participate as a member of the Instructional Leadership Team

- Implement clear processes for universal screening, which will be used to identify scholars who need additional support

- Implement and monitor a progress monitoring process and data collection procedures, including cut points and entrance/exit criteria

- Meet with Instructional Support Teams at each site to provide support for intervention implementation

- Ensure the development, identification, and establishment of interventions at Tier II and III at each school site

- Assist campus in analyzing scholar needs and linking scholar needs to appropriate interventions for struggling scholars

- Establish connections for MTSS framework and philosophy to other network initiatives

- Identify expectations for the use of MTSS/RTI for both academics and behavioral concern.

- Performs other job-related duties as required

Qualifications

-A minimum of five years of teaching or counseling experience required.

-Master’s Degree in Education from accredited college or university preferred.

-A strong background in effective implementation of intervention strategies including Response to Intervention

-Fully vaccinated against COVID-19. A person is considered fully vaccinated 14 days after the last dose of a COVID-19 vaccination series (after the second dose of a 2-dose series, or after one dose of a single-dose vaccine).

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