MTSS Coordinator (26-27 SY) - Immediate Vacancy

JEFFERSON RISE CHARTER SCHOOL

Harvey, Louisiana | Grades 6-12 |  School Year

Founded in 2014, Jefferson RISE is a tuition-free public charter school serving nearly 800 students in grades 6-12 in Harvey, Louisiana. At Jefferson RISE, we believe every student deserves a real path forward. Whether that means a four-year university, a skilled trade, the military, entrepreneurship, or something else entirely, our job is to make sure every student graduates prepared and ready.

We get there through rigorous academics, strong relationships, consistent accountability, and a genuine commitment to each student's individual success.

• We have a diverse population of students based on race and ethnicity:
  • 61% Black/African American
  • 16% Hispanic
  • 14% Middle Eastern
  • 6% White (Non-Middle Eastern)
  • 2% Asian
  • 1% Other
• 87% qualify as economically disadvantaged
• 13% Students with Disabilities
• 4% English Learners

• Top Gains Award
  - Louisiana Department of Education (2023-24 SY)
• Average graduation rate of 98% since our first graduating class in 2022
• #6 for SPS Growth in Louisiana
  - High School: B rating, Middle School: C rating (2022-23 SY)
• Continued SPS growth: 72.5 in 2023-24 and 73.9 in 2024-25

As a charter school, Jefferson RISE sets its own academic calendar and daily schedule based on the needs of its students. Teachers generally work from mid-July (beginning with professional development before students arrive) through late May.

Workdays are generally 7:10 AM-3:45 PM, Monday through Friday. Mondays extend to 4:30 PM and include mandatory Professional Development time. Anticipated school hours and days vary annually based on changes to the school calendar.

MTSS Coordinator

• Department:
  Student Intervention and Support
• Reports to:
  
  Senior Director
• Work Schedule:
  
  11-month (mid/late July - mid/late June)
• Employment Type:
  
  Full time, Exempt
• Location:
  
  Harvey, LA
• Start Date:
  
  Immediate

Jefferson RISE Charter School is seeking a highly organized, analytical, and student-centered MTSS Coordinator to lead the implementation and continuous improvement of the school’s behavior systems, PBIS framework, MTSS supports, and intervention processes.

The MTSS Coordinator serves as the school’s lead for behavior systems, intervention monitoring, and culture and student outcomes data analysis. This role is responsible for building and managing systems that use academic and behavioral data to identify student needs, group students for intervention, monitor progress, and evaluate the effectiveness of supports across tiers. The MTSS Coordinator partners closely with school leaders and staff to ensure interventions are data-driven, consistently implemented, and improving student outcomes.

This is a highly data-driven role and not a Special Education (SPED) position. While collaborating with SPED staff, the MTSS Coordinator does not manage IEPs, conduct evaluations, or oversee compliance. Instead, this role focuses on strengthening general education systems, early identification, and preventative supports so that all students can succeed.

• Maintain behavior dashboards, intervention trackers, and student support data systems
• Analyze behavior, attendance, academic, and intervention data to identify trends and student needs
• Monitor referral patterns by student, teacher, grade level, location, and incident type
• Produce weekly, monthly, quarterly, and annual reports related to student behavior and intervention outcomes
• Monitor intervention effectiveness and recommend adjustments based on student outcomes
• Identify students requiring Tier II and Tier III supports through ongoing data review
• Facilitate regular data review meetings focused on student outcomes and intervention effectiveness

• Coordinate school wide Tier II and Tier III behavior support systems
• Oversee intervention assignment processes and caseload management
• Facilitate weekly intervention review meetings and student case reviews
• Monitor intervention fidelity and progress toward student…