Math Interventionist

Yorkville School is seeking a dynamic teaching team member for our vacant 60% math interventionist position. If you are a collaborative, positive, flexible, empathetic, and creative teacher, with a valid WI teaching license, you will be a perfect fit for this professional and student centered environment. The math interventionist will provide supplemental math instruction to 5k-8th grade students in a one on one and/or small group setting. This position focuses on implementation of targeted, data-driven interventions with progress monitoring and collaboration with classroom teachers to improve student district outcomes in Mathematics.

General Responsibilities:

• Implement systemic, research- based interventions to improve student academic achievement in mathematics
• Utilize evidence-based programs and assessments to fidelity
• Assist in the evaluation of ongoing intervention programs and make recommendations for change
• Use data to identify skill deficits, intervene appropriately, monitor progress, and continually inform and adjust instruction.
• Collaborate with classroom teachers and other student support team members to provide high-quality interventions and complete student progress monitoring.
• Monitor and communicate student progress with classroom teachers. students, families, and administrators, and
• Collaborate frequently with classroom teachers to best promote student math growth and identify and modify instructional resources to meet the needs of the students with varying learning styles.
• Maintain records as required by the school, District, and/or state
• Active participation in Student Support Team meetings.
• Maintain confidentiality regarding student data and needed support
• Participate in professional growth and development and stay abreast of current research in mathematics and best practices through continuing education, educational seminars, workshops, conferences, membership in professional organizations and participation in district or school sponsored in-services.
• Familiarity with the Multileveled Systems of Support within a school setting