Description
Mount Vernon School District (MVSD) purposefully prepares every student for success by ensuring inclusion and belonging, providing high-quality instruction, and empowering learners with the skills and confidence to thrive in a diverse and dynamic world. This mission commits us to the success of each student and affirms our responsibility to create learning environments where all students—across every background, language, and identity—can belong, dream, and achieve.
To fulfill this purpose, we recognize the need to confront and transform inequitable systems, structures, and practices that have historically limited access and opportunity, particularly for students of color and other marginalized groups. Guided by our core values and the commitments outlined in the new MVSD Strategic Plan, we strive to eliminate all forms of discrimination and inequity, ensuring that race, ethnicity, culture, language, or circumstance no longer predict student outcomes. By centering equity, inclusion, and rigorous, culturally responsive learning, we hold ourselves collectively accountable for preparing every student to reach their highest potential and to thrive as empowered, capable, and future-ready graduates.
Position Summary:
The Director of Student Support and Prevention Systems provides district-wide leadership for the design, implementation, and continuous improvement of prevention-oriented systems that support student behavior, social-emotional development, and school climate.
This position leads the development and alignment of Multi-Tiered Systems of Support (MTSS), Positive Behavioral Supports (PBS), and Social Emotional Learning (SEL) systems to ensure equitable, consistent, and legally aligned practices across schools. The Director supervises key student support staff and advances district priorities related to belonging, engagement, and safe, inclusive learning environments.
Responsibilities and Expectations:
In this capacity, the Director provides the leadership and oversight necessary to execute these key functions:
District Systems Leadership
Lead development and implementation of a comprehensive district-wide MTSS framework
Ensure alignment of behavioral, social-emotional, and prevention systems across schools
Coordinate cross-department collaboration to support coherent systems of support
Manage program budgets
Positive Behavior Supports
Provide leadership for Tier 1, Tier 2, and Tier 3 PBS systems
Lead Safe & Civil Schools / CHAMPS facilitation and implementation
Facilitate PBS school leadership teams and support school-based implementation
Analyze behavioral data to guide continuous improvement in partnership with school principals and district leadership
Co-Lead Joint Support for Positive Behavior and Interventions Team
Inclusion Support Team (IST)
Provide operational leadership and oversight of the Inclusion Support Team (IST)
Facilitate IST meetings and support complex case consultation
Supervise IST certificated specialist staff and behavior technicians
Ensure services are aligned with MTSS district expectations
School Social Work & McKinney-Vento
Supervise school social workers and provide professional guidance
Oversee McKinney-Vento program implementation and compliance
Support systems for student mental health and family engagement
School Counseling Program (CSCP)
Lead implementation of the Comprehensive School Counseling Program
Facilitate adult learning and ongoing professional development of school counselors
Align counseling services with MTSS and district priorities
Provide consultation and professional learning opportunities for counseling staff
Crisis Response & Trauma-Informed Practices
Co-Lead district crisis response systems and Crisis Response Team
Ensure training and readiness aligned with PREPaRE model
Coordinate crisis response, recovery, and debrief processes
Social Emotional Learning (SEL) and School Climate
Lead district policy driven and prevention initiatives supporting safe and inclusive schools
Knowledge of and experience utilizing culturally responsive and sustaining teaching practices
Promote equitable behavioral intervention practices and positive school climate systems
Support district committees and collaborative initiatives
Co-Lead Strategic Plan Goal 1: Belonging and Engagement
Co-Facilitate collaboration with staff, families, and community partners
Lead development and implementation of SEL systems
Support integration of SEL into classroom and school practices
Coordinate professional learning related to SEL and belonging
Social Emotional Learning (SEL) and School Climate
Lead district policy driven and prevention initiatives supporting safe and inclusive schools
Knowledge of and experience utilizing culturally responsive and sustaining teaching practices
Promote equitable behavioral intervention practices and positive school climate systems
Support district committees and collaborative initiatives
Co-Lead Strategic Plan Goal 1: Belonging and Engagement
Co-Facilitate collaboration with staff, families, and community partners
Lead development and implementation of SEL systems
Support integration of SEL into classroom and school practices
Coordinate professional learning related to SEL and belonging
Data Systems and Progress Monitoring
Collaborate on the management of systems for data collection, analysis, and progress monitoring
Ensure consistent use of data to guide decision-making
Professional Development
Design and deliver district-wide professional learning for MTSS, PBS, and SEL
Assist with the development of multi-year implementation plans for staff development
Special Education Systems Consultation
Provide consultation related to compliance of behavioral and prevention systems within special education
Oversee district restraint and isolation prevention systems including compliance with state reporting requirements
Support alignment between MTSS and special education practices
Assist with district-level problem solving
Collaboration around FAPE and IDEA Law and Implementation
Supervisory Responsibilities
Inclusion Support Team Certificated and Classified Specialist staff
School Social Workers
Certificated and Classified Special Education Specialists
Responsibilities include supervision, evaluation, coaching, and professional growth support.
Knowledge, Skills, and Abilities
Expertise in MTSS, PBS, SEL, and prevention-based systems
Strong knowledge of IDEA and student support frameworks
Understanding of trauma-informed practices and crisis response systems
Ability to lead systems change and manage complex initiatives
Strong data analysis and decision-making skills
Effective communication, collaboration, and leadership skills
Minimum Qualifications
Washington State Administrative Certification
Demonstrated experience in MTSS, PBS, or student support system leadership
Experience supervising or leading multidisciplinary teams
Preferred Qualifications
Demonstrated experience leading district-wide systems implementation, including MTSS, SEL, and prevention-focused frameworks
Strong knowledge of social-emotional learning, trauma-informed practices, crisis response systems (e.g., PREPaRE, LSCI), and school-based mental health supports
Strong knowledge of special education law, positive behavior support systems, inclusionary practices, and equity-centered approaches
Knowledge of McKinney-Vento law and comprehensive student support service systems
Demonstrated ability to design and facilitate high-quality professional learning for diverse staff audiences
Bilingual preferred
Conditions of Employment:
Criminal background clearance
Professional experience verification
Physical Demands:
The physical demands described here are representative of those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee will frequently sit, stand, and walk, bend neck and back, squat, kneel, and use hands for fine manipulation and repetitive grasping and pushing/pulling. The employee will occasionally be required to climb stairs/ladder, lift and reach overhead, and lift/carry. The employee must constantly lift/carry up to 5 lbs, must frequently lift/carry up to 10 lbs, and occasionally lift/carry a maximum of 20 lbs. The employee is occasionally required to push/pull a maximum force of 100 lbs.
Occasionally
1%-33% of the time
Frequently
34%-66% of the time
Continually
67%-100% of the time
Sitting
X
Standing
X
Walking
X
Crouching
X
Kneeling/Crawling
X
Stooping
X
Twisting Knees
X
Twisting Waist
X
Twisting Neck
X
Climbing
X
Balancing
X
Leg/Foot Use
X
Reaching
X
Handling/Grasping
X
Fingering/Feeling
X
Pushing/Pulling
X
Lifting/Carrying
X
Talking
X
Hearing
X
Vision
X
Work Environment:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the job. While performing the duties of this job, the employee regularly works in indoor conditions and intermittently works near video displays. The employee may occasionally be exposed to outdoor weather conditions. The noise level in the work environment is usually moderate.
Selection for the interview is based on evaluation of the complete application file. Employment offer is based on employee evaluations, discipline history and attendance records, training and experience, references, and interview results. Hourly rate placement contingent upon verification of related experience.
Employment contingent upon completion and verification of form information and background check with fee to be paid by the applicant.
Pay for contracted classified employees is distributed once/month on the last business day of the month. Pay for employees who work less than a full year is spread through August. Questions concerning pay processes may be directed to the Personnel Office.
Benefit information:
Eligibility for SEBB medical, dental, vision, life insurance, AD&D, and LTD if anticipated to reach 630 hours in the school year. Eligibility for retirement based on 3.50 hrs/day or more for 5 or more consecutive months. Optional tax-sheltered annuities: Omni 403(b) and Deferred Compensation Plan. Personal leave, vacation leave (260-day employees only), and sick leave prorated based on FTE.
Requirements
Knowledge, Skills, and Abilities
Expertise in MTSS, PBS, SEL, and prevention-based systems
Strong knowledge of IDEA and student support frameworks
Understanding of trauma-informed practices and crisis response systems
Ability to lead systems change and manage complex initiatives
Strong data analysis and decision-making skills
Effective communication, collaboration, and leadership skills
Minimum Qualifications
Washington State Administrative Certification
Demonstrated experience in MTSS, PBS, or student support system leadership
Experience supervising or leading multidisciplinary teams
Preferred Qualifications
Demonstrated experience leading district-wide systems implementation, including MTSS, SEL, and prevention-focused frameworks
Strong knowledge of social-emotional learning, trauma-informed practices, crisis response systems (e.g., PREPaRE, LSCI), and school-based mental health supports
Strong knowledge of special education law, positive behavior support systems, inclusionary practices, and equity-centered approaches
Knowledge of McKinney-Vento law and comprehensive student support service systems
Demonstrated ability to design and facilitate high-quality professional learning for diverse staff audiences
Bilingual preferred
