Openings as of 11/7/2025
Job Description Fremont County School District 21
MTSS (Multi-Tiered System of Support) Coordinator (K-8)
Purpose Statement The MTSS Coordinator will work collaboratively with building principals, instructional facilitators, and teachers to facilitate implementation of a multi-tiered system of supports (MTSS) at the school and district level; coordinate screening and diagnostic assessment; monitor the fidelity of identifying students, organize Tier 2 and Tier 3 data necessary for teacher teams; establish data collection procedures to inform decision making around student needs; and develop and maintain positive working relationships with the learning community.
This job reports to Building Principals.
Essential Functions
Demonstrated expertise in school-wide MTSS implementation, including academic and behavioral tiers of support.
Proficient in analyzing and triangulating multiple points of data (e.g., screeners, state assessments, progress monitoring, behavioral data).
Experience leading collaborative teams, including general education, special education, and intervention staff.
Strong facilitation skills and a record of effective team collaboration. Ability to build relationships and foster a positive, student-centered climate.
Culturally responsive and trauma-informed approach to systems and instruction.
Excellent organizational skills, time management, and communication skills (writing and verbally).
Willingness to coordinate school, community, and District committees.
Other Functions Leadership & Collaboration
Facilitate MTSS implementation at the school and district levels, in alignment with the District Strategic Plan and Wyoming MTSS Framework.
Serve as a liaison between school-level teams and district leadership to ensure consistency and equity in Tiered support systems.
Lead cross-functional teams (general ed, behavior, and related services) to develop intervention plans aligned with student needs.
Serve as a partner on Building Intervention Teams.
Data & Assessment
Coordinate the administration and use of universal screeners, diagnostic assessment, and progress monitoring tools (PreK-8).
Support educators in interpreting data to inform Tier I instruction and develop Tier 2/3 plans.
Maintain accurate and accessible data dashboards to monitor interventions, student progress, and fidelity of implementation.
Intervention Systems
Partner with building principals, instructional facilitators, school improvement partners, instructional staff, parents, and a variety of community partners for the purpose of improving the overall quality of student outcomes and achieving established building and district goals in support of school improvement plans.
Oversee the coordination of Tier 2 and Tier 3 academic and behavioral interventions, ensuring alignment with student performance data and instructional best practices.
Support teacher teams with intervention planning, delivery, and documentation.
Ensure evidence-based practices are selected, implemented with fidelity, and evaluated regularly for impact.
Support building principals in the development and implementation of 504 plans.
Other Functions
Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities SKILLS are required to perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; preparing and maintaining accurate records.; and analyzing data.
KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific Knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral management strategies; current and emerging technology; and instructional media/equipment.
ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific Ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours; and working as part of a team.
Responsibility Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to impact the organization’s services.
Work Environment The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 50% sitting, 40% walking, and 10% standing. The job is performed under conditions with some exposure to risk of injury and/or illness and in a clean atmosphere.
Experience: Job-related experience is required. Education: Master’s degree in education or a related field. Equivalency: Required Testing Certificates and Licenses - Appropriate Wyoming State Department of Education Certificate and/or endorsement Teaching Credential Continuing Educ. / Training: 3 credits in Native American studies or similar course work within 2 years of hire date Continuing Education Requirements Maintains Certificates and/or Licenses FLSA Status - Exempt Approval Date Salary Grade - MA Clearances: Criminal Background Check Drug Test Title IX Coordinator Title: *Principal Address: 90 Ethete Road, Fort Washakie, WY 82514 Telephone Number: (307) 332-5983 Email: Section 504/ADA Coordinator Title: *Principal Address: 90 Ethete Road, Fort Washakie, WY 82514 Telephone Number: (307) 332-5983 Email: Civil Rights Compliance Coordinator Title: *Superintendent Address: 90 Ethete Road, Fort Washakie, WY 82514 Telephone Number: (307) 332-5983 Email: dsmith@fortwashakieschool.com
*OCR recognizes that including a person’s name may result in an overly burdensome requirement to republish the notice if a person leaves the coordinator position. It is acceptable for a school district to identify its coordinator only through a position title.
