Multi-Tiered System of Supports (MTSS) Interventionist

Position Type: Elementary School Teaching/Primary - Grades 1, 2, 3 Date Posted: 3/5/2026 Location: Forrestal Date Available: 7/1/2026 Closing Date: 03/19/2026 POSITION TITLE: Multi-Tiered System of Supports (MTSS) Interventionist LOCATION: Forrestal Elementary School REPORTS TO: Building Principal PRIMARY FUNCTION: Support staff members with knowledge and skills necessary to assist individuals, groups, and systems through the application of positive academic and behavioral supports. The MTSS Interventionist will work with the building principal and MTSS team to coordinate the MTSS Tiered approach to academics and behaviors. The MTSS Interventionist will oversee the data rules related to students receiving tiered academic and/or behavioral support at Forrestal. This may include developing an Academic Intervention Plan and/or a Behavior Intervention Plan to address students' inappropriate behaviors and help them become more academically successful. This person will support classroom and school-wide behavior management strategies and supervise behavior paraprofessionals. QUALIFICATIONS:Licensure: Required - Illinois Professional Educator License Education: Required - Bachelor's Degree Preferred - Additional experience or education related to social-emotional or trauma-informed practices Experience: Preferred Two (2) years of successful teaching experience working with a diverse population. Preferred - Four (4) years of prior successful teaching experience working with a diverse student population in an urban school setting. ESSENTIAL PERFORMANCE RESPONSIBILITIES: Under the supervision of the building principal and assistant principal and in conjunction with the MTSS team, the MTSS Interventionist will provide diversified strategies and activities specifically designed for targeted students, as follows: Coordinate the implementation of the academic & behavior MTSS framework across Tier 1, Tier 2, and Tier 3 to ensure equitable access to evidence-based instruction and interventions. Lead the selection, scheduling, and progress monitoring of interventions aligned to identified student needs and district curriculum. Respond in real time to Behavior Health Team roles and responsibilities to ensure the systems are high functioning to support student regulation and learning in the classroom. Facilitate data review cycles using universal screening, diagnostic, and progress-monitoring data to identify students requiring additional support and to evaluate intervention effectiveness. Support school teams in developing and maintaining intervention plans, including entry/exit criteria, fidelity measures, and documentation processes. Provide coaching and professional learning for teachers and interventionists on evidence-based instructional practices, differentiation, and intervention delivery. Collaborate with principals, instructional coaches, special education staff, and multilingual learner staff to ensure coordinated academic supports across programs, including intervention plans and BIPS. Monitor intervention fidelity through classroom observations, data checks, and coaching feedback to ensure interventions are delivered as designed. Lead or support MTSS team meetings, guiding structured problem-solving conversations and action planning based on student data. Develop and maintain systems for tracking intervention participation, progress, and outcomes, and communicate results to staff, administrators, and district leadership. Assist in planning master schedules and intervention blocks to ensure protected time for supplemental instruction. Support continuous improvement by analyzing schoolwide academic data trends and recommending system-level instructional and intervention adjustments. OTHER PERFORMANCE RESPONSIBILITIES: Other duties as assigned and directed by the principal KNOWLEDGE, SKILLS, AND ABILITIES: Technical: Proficient computer skills, including Google Apps Proficient in IEP software processes and procedures; Embrace, IEP Playground Proficient in data collection platforms: EduClimber, FastBridge, SAEBRS Knowledgeable about teaching and learning Work effectively with data and research to develop and assess district strategies that increase student learning Interpersonal: Handle confidential information professionally. Ability to use discretion and exercise sound judgment. Effective oral and written communication skills and strong interpersonal skills. Good organizational and time management skills. Evidence of dependability, integrity, and a strong work ethic Ability to take the initiative, work independently, meet deadlines, follow complex directions, and adapt to changing demands, activities, and workloads DISTRICT CORE COMPETENCIES: Achievement focus Cultural competence Classroom environment leadership Collaborative communicator/team player Reflective learner Innovative PHYSICAL DEMANDS:Manual Dexterity: Work requires definite, skilled, and accurate physical operations requiring some closely coordinated performance. Physical Effort: Work required handling average-weight materials or equipment, but not for sustained periods. May be required to use CPI holds on dysregulated students. Working Conditions: The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, and significant fine finger dexterity. Generally, the job requires 40% sitting, 50% walking, and 10% standing. This job is performed in a generally clean and healthy environment. TERMS OF EMPLOYMENT: Exempt position, 183 DAYS SALARY RANGE: $45,946- $86,654 Per Collective Bargaining Agreement, individual medical up to $42.00 per month, free individual dental coverage, 13 sick days, and 2 personal days (Benefits click HERE). EVALUATION: Annual This description has been prepared to assist in properly evaluating various classes of responsibilities, skills, working conditions, etc. It is intended to indicate the kinds of tasks and characteristic levels of work difficulty that will be required of positions that will be given this title. It is not intended as a complete list of specific duties and responsibilities. Nor is it intended to limit, or in any way modify the right of any supervisor to assign, direct and control the work of employees under supervision. Scheduling flexibility is required to accommodate changing school/district needs. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty. The North Chicago Community Unit School District #187 is an Equal Opportunity Employer with established policies prohibiting discrimination on the basis of race, color, creed, religion, national origin, sex, sexual orientation, age, ancestry, marital status, arrest record, military status, the order of protection status, unfavorable military discharge, citizenship status provided the individual is authorized to work in the United States, use of lawful products while not at work, being a victim of domestic or sexual violence, genetic information, physical or mental handicap or disability, if otherwise able to perform the essential functions of the job with reasonable accommodation, credit history unless a satisfactory credit history is an established bona fide occupational requirement of a particular position or other legally protected categories. The Superintendent of Schools/designee (847-689-8150) addresses questions regarding student discrimination, and the Director of Human Resources (847-689-8150) answers questions concerning staff discrimination. CREATED: 3/24/2022REVISED: 2/17/2026 Attachment(s): MTSS Interventionist.pdf

Created: 2026-03-07