S-Team Coordinator (Part-Time 120 day contract)

The S-Team (Support Team) Coordinator leads a multi-disciplinary team to identify, implement,
and monitor interventions for students experiencing academic, behavioral, or health difficulties.
This role serves as the primary liaison between general education and special education
services, ensuring all "Response to Intervention" (RTI) or "Multi-Tiered Systems of Support" (MTSS) requirements are met.

ORGANIZATIONAL RELATIONSHIP

The S-Team Coordinator reports to the Assistant Superintendent for Curriculum and Instruction and the Supervisor of Special Programs. 

Key Responsibilities
Meeting Facilitation:
Assist with collecting and reviewing all required documentation for S-Team
meetings.
Ensure all necessary stakeholders (parents, teachers, specialists, administrators)
are present and informed.

Intervention Planning:
Lead the team in developing individualized "Action Plans" with measurable goals.
Recommend specific instructional strategies, accommodations, and behavioral
interventions.

Data and Compliance:
Coordinate the collection of progress monitoring data and classroom artifacts.
Maintain confidential student records and ensure compliance with state and
federal guidelines (e.g., FERPA, IDEA, Section 504).

Liaison and  Communication:
Serve as the single point of contact for parents to navigate school-based
support.
Calibrate district-wide S-Team processes through collaboration with School
Psychologists, Speech Language Pathologists, and S-Team Chairs.
Communicate with the S-Team Chair or Special Education Department if
interventions are unsuccessful and a formal evaluation is warranted.

Professional Leadership:
Provide coaching and training to teachers on how to implement tiered
interventions.
o Liaise with community-based social and health provider agencies when external
support is required.

Required Qualifications

Education: Bachelor's or Master's degree in Education, Special Education, School
Psychology, or Counseling.
Experience: 3–5 years of successful classroom teaching or school counseling
experience.
Certifications: Valid state teaching or educational specialist certificate
Skills:
Strong knowledge of MTSS/RTI frameworks, Section 504, and IDEA.
Expertise in data analysis and behavioral modification techniques.
Exceptional conflict resolution and communication skills.

Primary Performance Metrics
Reduction in the percentage of inappropriate special education referrals.
Success rate of students meeting goals defined in their Intervention Action Plans.

Accuracy and timeliness of all compliance-related documentation.

TEMPERAMENT (Personal Traits)

1. Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure.

2. Adaptability to change.

3. Adaptability in dealing with people.

4. Demonstrate mature professional judgement.

5. Ability to adapt to a changing work schedule and to prioritize tasks according to urgency.

6. Exercises professional judgement around confidentiality.

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:

1. Pushing

2. Pulling

3. Stooping

4. Kneeling

5. Reaching

6. Handling

7. Talking

8. Hearing

9. Seeing

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or adequately perform a task or job duty.

1. Intelligence: Ability to understand instructions and underlying principles; ability to reason and make judgments.

2. Verbal: Ability to understand meanings of words and ideas associated with them.

3. Numerical: Ability to perform arithmetic operations quickly and accurately.

4. Data Perception: Ability to understand and interpret information presented in the form of graphs, charts, or tables.

TERMS OF EMPLOYMENT

1. 120 day contract.

2. Teacher Salary Scale

WORK CONDITIONS Most work will be performed in the school environment with students present.

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.

June 2026