Math Interventionist

Math Interventionist

The Math Interventionist supports student achievement by providing targeted academic interventions in Mathematics. The Interventionist works with students who require additional support through Tier II and Tier III instruction and collaborates with teachers, administrators, and families to improve student outcomes. The Interventionist uses data-driven practices to identify student needs, implement research-based interventions, monitor student progress, and support school teams in making instructional decisions that promote academic growth.

Instructional Support and Student Intervention

• Provide targeted mathematics instruction to individual students and small groups requiring additional academic support.
• Implement research-based instructional strategies and interventions aligned with student needs.
• Design and deliver Tier II and Tier III interventions and monitor student progress.
• Conduct diagnostic and progress monitoring assessments to guide instructional planning.
• Support differentiation and instructional strategies to help students meet grade-level expectations.

Data Analysis and Progress Monitoring

• Use assessment and performance data to identify students in need of intervention services.
• Maintain documentation related to student progress, intervention strategies, and outcomes.
• Review school and student performance data to inform instructional decisions and program development.
• Provide data and recommendations to school teams regarding student progress and placement in intervention services.

Collaboration and Communication

• Collaborate with teachers, instructional coaches, administrators, and families to support student learning and intervention planning.
• Participate in meetings to discuss student placement, progress, and instructional strategies.
• Communicate regularly with teachers, administrators, and families regarding student performance and intervention outcomes.
• Support coordination of Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS) processes.

Program Support and Professional Learning

• Assist with implementation of assessment tools and data management systems related to intervention programs.
• Provide input on the development and improvement of academic intervention programs.
• Support professional learning related to intervention strategies, data analysis, and the RTI/MTSS process.
• Coordinate and support intervention services delivered by paraprofessionals and other instructional staff when applicable.

Administrative and Operational Responsibilities

• Maintain records and documentation related to student interventions and program monitoring.
• Assist with coordination of intervention meetings and related documentation.
• Perform other duties as assigned by the Principal or Curriculum Coordinator.

Education & Experience

• Valid Connecticut teaching certification required.
• Minimum of five (5) years of successful classroom teaching experience preferred.
• Master's Degree in Education or a related field preferred.
• Mentor certification or experience supporting teacher development preferred.

Knowledge, Skills, and Abilities

• Knowledge of research-based instructional strategies and intervention practices in mathematics and English language arts.
• Knowledge of assessment-driven instruction, progress monitoring, and student data analysis.
• Strong collaboration and communication skills when working with teachers, administrators, families, and students.
• Ability to design and implement effective academic interventions for diverse learners.
• Ability to analyze student performance data and support instructional decision-making.
• Proficiency in educational technology and district data systems.
• Ability to design and facilitate professional learning related to intervention practices.

Physical and Cognitive Demands

• Work in this classification is considered light physical work and is performed primarily in classroom and school environments.
• Duties may include occasional lifting of materials weighing up to 10 pounds and frequent use of technology and instructional equipment.
• The employee must be able to hear clearly (correctable to within normal limits) and see with vision correctable to 20/20.
• The role requires effective communication, analysis of instructional data, and the ability to present information clearly to groups.

Note:

The above description is illustrative of tasks and responsibilities. It is not meant to be all-inclusive of every duty performed in this position. Additional duties may be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties.