26-27 Math Interventionist

Compass Rose Public Schools; San Antonio (TX); On-site; USD 42,000 - 64,000; Full time

Job summary

Compass Rose Public Schools is seeking a Math Interventionist to deliver targeted interventions for students with identified gaps in Reading and/or Math. The role focuses on small-group instruction, progress monitoring, and data-driven planning to close gaps within a school year.

You will collaborate with teachers, use universal screening data, and implement evidence-based strategies to support student achievement and readiness for rigorous STEM initiatives.

Qualifications

• High level of content-area proficiency in Math and/or ELA as evidenced by teaching certification, field of study, or work-experience.
• Education: Bachelor’s Degree from an accredited four-year educational institution required.
• Experience in a K-12 classroom strongly preferred.
• State certification preferred but not required.

Responsibilities

• Deliver small-group and individualized intervention services for students identified as academically at-risk in reading and/or mathematics.
• Implement research-based interventions aligned to student learning needs.
• Use screening, diagnostic, and progress-monitoring data to identify skill deficits and develop intervention plans.
• Monitor student progress regularly and adjust instructional strategies to maximize growth.
• Collaborate with teachers and support staff to coordinate interventions and track outcomes.
• Maintain records of interventions and progress-monitoring results.

Skills

Math/ELA content proficiency

MTSS/RTI process knowledge

Data-driven instruction

Differentiated instruction

Curriculum design & assessment

Strong communication & time-management

Small-group instruction

Relationship building with families

Technology & data systems proficiency

Education

Bachelor’s Degree from an accredited four-year educational institution

Job description

Math Interventionist

JOB ROLES:

The Interventionist Teacher intervenes with small groups of students who have identified gaps of 2 or more years in Reading and/or Math with the goal of closing that gap by 2 years in just one school year. The interventionist plays a crucial part in ensuring that all students are prepared to successfully participate in CRPS rigorous instruction & STEM for all initiatives.This is an approach to academic intervention used to provide systematic, and appropriately intensive assistance to children who are at risk for or already underperforming as compared to appropriate grade- or age-level standards. Intervention teachers will use universal screening, Direct Instruction intervention, frequent progress monitoring, and increasingly intensive research-based instruction and interventions for students who continue to have difficulty.

QUALIFICATIONS:

• High level of content-area proficiency in Math and/or ELA as evidenced by teaching certification, field of study, or work-experience
• Education: Bachelor’s Degree from an accredited four-year educational institution required
• Experience: Experience in a K-12 classroom setting strongly preferred
• Licenses or Certifications: State certification preferred but not required

KNOWLEDGE AND SKILLS:

• Strong knowledge of reading and/or mathematics content and instructional best practices.
• Understanding of intervention frameworks, including MTSS/RTI processes.
• Ability to analyze student performance data and implement targeted instructional plans.
• Knowledge of curriculum design, assessment practices, and differentiated instruction.
• Ability to build positive relationships with students, families, and staff.
• Strong organizational, communication, and time-management skills.
• Ability to manage small-group instruction and maintain a positive learning environment.
• Proficiency with educational technology platforms and data management systems.
• Commitment to continuous professional growth and student achievement.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Student Intervention & Instruction
• Deliver small-group and individualized intervention services for students identified as academically at-risk in reading and/or mathematics.
• Implement research-based interventions aligned to student learning needs.
• Use screening, diagnostic, and progress-monitoring data to identify skill deficits and develop intervention plans.
• Monitor student progress regularly and adjust instructional strategies to maximize growth.
• Support students in meeting grade-level academic expectations and intervention goals.
• Collaboration & Data Analysis
• Collaborate with classroom teachers, instructional leaders, special education staff, intervention teams, and other support personnel to coordinate services.
• Participate in data meetings and contribute recommendations for intervention placement and instructional support.
• Maintain accurate records of student interventions, progress-monitoring results, and academic outcomes.
• Assist with universal screening and other student assessment processes.
• Family Communication
• Communicate student progress, intervention goals, and academic growth with families on a regular basis.
• Build strong partnerships with families to support student success both in school and at home.
• School Culture & Professional Responsibilities
• Maintain a positive, structured, and student-centered learning environment.
• Model Compass Rose values and contributes to a safe, supportive, and achievement-oriented school culture.
• Participate in professional development, coaching cycles, staff meetings, and campus events.
• Fulfill assigned duties, including tutorials, intervention blocks, student support meetings, and other campus responsibilities.
• Perform additional duties as assigned by the Principal or designee.

WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS:

• Ability to work in a school environment with frequent interaction with students, staff, and families.
• Ability to sit, stand, walk, bend, and lift up to 25 pounds as needed.
• Ability to supervise and actively engage with students in classrooms and other school settings.
• Occasional evening or weekend activities may be required.
• Travel between campuses or district locations may occasionally be required.