Math RTI Specialist & Instructional Coach

Math Rti Specialist

This position is for the 2026-27 School Year

Group:
Certificated

Salary:
Certificated Salary Schedule

FLSA Status:
Exempt

Workdays Per Fiscal Year: 180

Summary:

The Math Rti Specialist is a certificated, classroom-adjacent role focused on accelerating student learning in mathematics across the secondary grades, with a primary emphasis on middle school. The specialist designs and delivers Tier 2/Tier 3 interventions (push-in, pull-out, and small-group), uses data to identify student needs, monitors progress, and collaborates closely with classroom teachers, counselors, Special Services, Title I/Lap, and the Culture Department.

As assigned based on student and program needs, this position may include teaching classroom-based mathematics (e.g., Algebra 1 at the middle level). This is not a supervisory position and does not include the evaluation of colleagues.

About Chief Leschi Schools:
Formerly known as the Puyallup Tribal School, Chief Leschi Schools was founded in 1976 to address the high dropout rate of the youth of the Puyallup tribe. It is the largest of seven tribal schools in the state of Washington and one of approximately 200+ tribal schools in the United States. It is also one of the largest tribal schools to be funded by the Bureau of Indian Education.

• Provide push-in, pull-out, and small-group Tier 2/3 math interventions aligned to Washington State Learning Standards (Ccss-M), prioritizing middle school.
• Develop short-cycle intervention plans with explicit goals, frequency, and progress-monitoring measures (e.g., Cbms, common formative assessments).
• Maintain a predictable intervention schedule that preserves access to core instruction and minimizes loss of electives.
• Use universal screeners, benchmark data, classroom assessments, and teacher referrals to identify students for support.
• Track, analyze, and report student progress; adjust interventions based on evidence of learning; maintain accurate service logs and documentation.
• Contribute data and next steps in Mtss/Sst meetings.
• Co-plan with classroom teachers to align interventions with core curriculum pacing and practices (e.g., Cra/Cpa progression, explicit instruction, math discourse routines).
• Coordinate with Special Education and 504 teams so supports complement, and do not supplant, specially designed instruction or accommodations.
• Share resources, model strategies, and—when appropriate—co-teach targeted lessons (non-evaluative).
• Communicate regularly with students and families about goals, progress, and ways to support learning at home.
• Integrate culturally responsive and tribally aligned practices; partner with the Culture Department to honor CLS values and community knowledge.
• Engage in ongoing professional learning related to mathematics instruction, intervention, assessment, restorative practices, trauma-responsive approaches, and culturally sustaining pedagogy.
• Complete required reports and documentation accurately and on time; uphold confidentiality and all applicable federal, state, Bie, and district policies.

• Valid Washington State Teaching Certificate appropriate for secondary level mathematics
• Demonstrated successful experience teaching or supporting secondary mathematics.
• Proven skill in Rti/Mtss implementation, including progress monitoring, data analysis, and evidence-based math interventions.
• At least 2 years of experience implementing Rti/Mtss frameworks, including progress monitoring, data analysis, and evidence-based math interventions.

• Master's degree in education, mathematics education, special education, or related field.
• Experience with Title I/Lap math interventions at the secondary level.
• Experience collaborating within Iep/504 processes.
• Training in Letrs for Mathematics or comparable math-specific professional learning; familiarity with explicit instruction, Cra/Cpa, math discourse routines, interleaving, and spaced practice.
• Experience implementing adopted math curricula and common assessment systems.
• Commitment to culturally responsive, trauma-informed, and restorative practices serving Native students and families.

• Successful criminal background clearance
• Successful and/or clear drug screening

• Principles and practices of Rti/Mtss frameworks, including intervention design, progress monitoring, and data-based decision making.
• Secondary mathematics content and effective instructional strategies, including small-group and intervention-based instruction.
• Assessment systems, including universal screeners, formative assessments, and progress monitoring tools.
• Data analysis practices to interpret student achievement and inform instruction.
• Culturally responsive, trauma-informed, and restorative practices, particularly in supporting Native American students and communities.
• Ferpa and student confidentiality requirements.
• School and district policies, procedures, and expectations.

• Take initiative, work…