Title I MTSS Math Specialist (3403)

Dunlap School District #323; Dunlap (IL); On-site; USD 30,000 - 40,000; Part time

Job summary

Dunlap School District #323 is seeking a part-time MTSS Math Specialist for the 2026-2027 school year. This role involves developing targeted lessons aligned to Illinois Learning Standards and providing essential academic support for students in need.

The ideal candidate will collaborate with teachers, assess student progress, and adjust interventions as necessary to support diverse learning needs. Strong organizational and communication skills are essential.

Qualifications

• Excellent organizational skills with strong attention to detail.
• Effective communication with staff, students, and parents.
• Ability to interact positively with children.
• Proficient in standard office software applications.
• Skilled in collaboration and shared leadership.

Responsibilities

• Provide academic support for students needing additional help.
• Develop and deliver targeted intervention lessons.
• Monitor student progress and assess intervention effectiveness.
• Collaborate with teachers on instructional strategies.

Skills

Organizational skills

Interpersonal communication

Adaptability

Collaboration

Proficiency in office applications

Job description

This position is part-time, 4 hours/day MTSS Math Specialist (Title I) position for the 2026-2027 school year.

Reports to: Building Principal

Position Objective

Position is responsible for providing academic support for students identified as needing additional academic support.

Essential Functions

Instructional Design and Delivery

• Develops targeted intervention lessons aligned to Illinois Learning Standards and district curriculum.
• Selects and adapts instructional strategies and resources based on student needs.
• Provides explicit instruction in number and quantity, algebra, functions, modeling, geometry, and statistics and probability.
  • Including the design and implementation of specific units of study based on specific skill deficits.

Assessment and Progress Monitoring

• Administers, scores, and interprets diagnostic, formative, and summative assessments.
• Uses assessment data to adjust instruction, identify learning gaps, and document student progress.
• Determines entry and exit criteria for interventions.

Differentiation and Individualization

• Designs interventions that are scaffolded and tailored to specific skill deficits.
• Adjusts pacing, materials, and instructional methods to meet diverse learner needs.

Professional Judgment and Decision-Making

• Determines when to intensify, modify, or discontinue interventions based on data.
• Recommends next instructional steps within MTSS frameworks.
• Identifies students who may need further evaluation for special education.

Standards and Compliance

• Ensures instruction is aligned to Illinois Learning Standards.
• Maintains documentation required for accountability, progress monitoring, and reporting.
• Participates in data team meetings, IEP meetings, and MTSS problem-solving teams as needed.

Collaboration and Leadership

• Collaborates with classroom teachers to coordinate interventions with core instruction and make recommendations on accommodations.
• Evaluates intervention resources and makes recommendations for adoption.
• Communicates academic progress and strategies to parents/guardians.
• Provides input on literacy curriculum and professional development.

Additional Functions

• Assist school personnel in recognizing unmet needs of students by providing consultation and/or in-service experiences to school personnel, parents and students.
• Assist in developing resources to resolve problems and interface these with school and community needs.
• Other duties as assigned.

Qualifications

• Excellent organizational skills with strong attention to detail.
• Excellent interpersonal communication skills. Able to communicate effectively with staff at all levels, students, parents, and the general public.
• Ability to interact with children in a positive and nurturing manner.
• Ability to multi-task while maintaining a calm and professional demeanor.
• Adaptable to different work scenarios and schedules. Able to prioritize efforts in order to achieve a student-focused solution.
• Proficient in standard office software applications.
• Ability to collaborate and provide shared leadership.
• Able to work in various team-oriented work groups to come to a student-focused solution.

Working Conditions

• Mental Demands: calculating, comparing, evaluation, interpreting, organizing, consulting, analyzing, planning, documenting, specifying, coordinating, implementing, and presenting.
• Physical Demands: bending, stooping, kneeling, twisting, reaching, sitting for prolonged periods of time, standing, walking, lifting, finger dexterity, grasping, repetitive motions, talking, hearing and visual acuity, ability to read and write, ability to speak and understand the English language. Must be able to lift an individual student.
• Environmental Conditions: The work is performed primarily indoors; however, outside work is required on occasion. Travel between school facilities may be required.