Middle School Math Interventionist

Description

Guided by The Oaks Academy’s core values, the Middle School Math Interventionist provides targeted, evidence-based mathematics instruction to students identified as at-risk through universal screening and progress monitoring data. This position delivers small-group and individual intervention at Tier 2 and Tier 3 levels within The Oaks Academy’s Multi-Tiered System of Supports (MTSS) framework, addressing skill gaps in mathematics, including number sense, computation, and mathematical reasoning across grade levels. The Interventionist works as a member of the MTSS team, using data to drive decisions and ensuring every student receives the support needed to access grade-level mathematics.

Responsibilities

• Administer, score, and interpret universal screening and diagnostic assessments to identify students in need of Tier 2 or Tier 3 intervention
• Conduct error analysis and skill-gap diagnostics to pinpoint specific mathematical learning needs and inform targeted instruction
• Implement progress monitoring at a frequency appropriate to intervention tier and use data to make timely instructional decisions
• Maintain complete and organized records of all screener data, diagnostic findings, intervention plans, and progress monitoring results
• Design and deliver structured, research-validated math intervention in small groups and individually, utilizing approved curriculum and evidence-based instructional routines
• Adjust pacing, grouping, and instructional focus in direct response to ongoing progress monitoring data
• Partner with lead teachers to ensure alignment between intervention content and core classroom instruction
• Participate actively in MTSS team meetings to review screening and progress monitoring results, contribute to placement decisions, and document team-agreed intervention plans
• Collaborate with school leaders and the MTSS team to coordinate supports, manage caseloads, and facilitate smooth transitions back to core instruction when students meet established benchmarks

Skills, Knowledge and Abilities

• Deep knowledge of foundational mathematics content across fifth through twelfth grade
• Understanding of how students develop mathematical thinking and where common skill gaps emerge across the      developmental continuum
• Familiarity with MTSS frameworks, including the structures and expectations of Tier 2 and Tier 3 intervention
• Knowledge of evidence-based math intervention approaches and explicit instructional design principles
• Ability to interpret and communicate assessment data clearly to teachers, families, and school leaders
• Strong written and verbal communication skills, with the ability to adapt language appropriately for different audiences
• Organized and detail-oriented with strong follow-through on documentation and record-keeping responsibilities

Founded in 1998, The Oaks Academy is a Christ-centered school that exists to provide a rich, classical education to children of diverse racial and socioeconomic backgrounds, preparing them to succeed in a rigorous secondary educational program and to demonstrate spiritual, social and emotional maturity. Currently on three campuses, serving over 1100 students, The Oaks Academy continues to grow to serve more children.

Requirements

• Demonstrated experience delivering mathematics instruction within grades 5 through 12
• Ability to analyze student data and translate findings into targeted instructional plans
• Strong communication and collaboration skills
• Bachelor's degree required; teaching experience, and teaching license preferred
• Committed Christian who is a member of, associated with, or seeking to be associated with, a Christ-centered community of faith or a church

Preferred

• Valid Indiana teaching license
• Direct experience delivering structured math intervention at Tier 2 and/or Tier 3
• Familiarity with MTSS frameworks, including tiered intervention structures and universal screening processes
• Proficiency with universal screening and progress monitoring tools
• Knowledge of evidence-based math intervention strategies
• Training or coursework in explicit instruction, systematic math intervention, or learning differences in mathematics
• Experience participating in or facilitating data team meetings and student support planning