Title I Reading and Math Interventionist

Applitrack; Wisconsin; On-site; USD 42,000 - 56,000; Full time

Job summary

Applitrack at Highland Park Elementary is seeking a Title I Reading and Math Interventionist to provide targeted mathematics intervention and reading support. You will use assessment data to drive small-group and classroom instruction while collaborating with teachers and families to monitor progress toward goals.

The role emphasizes evidence-based practices, data-driven decisions, and ongoing professional development to improve math achievement in students in elementary grades.

Qualifications

• Bachelor's degree in Education or related field required.
• Master's degree and/or extensive training in elementary mathematics and reading preferred.
• Experience using assessment data to support student achievement.
• Knowledge of evidence-based intervention practices in math and reading.

Responsibilities

• Gather, organize, analyze, and interpret assessment data for identified students.
• Provide direct mathematics instruction to students identified for intervention services in various settings.
• Collaborate with classroom teachers, administrators, and other staff to coordinate intervention services.
• Maintain accurate student records and communicate with parents about progress.

Skills

Data analysis

Intervention strategies

Communication

Collaboration

Progress monitoring

Education

Bachelor's degree in Education

Master's degree preferred

Job description

Title I Reading and Math Interventionist JobID: 1718

• Position Type: Elementary
• Date Posted: 10/6/2026
• Location: Highland Park Elementary

DEPARTMENT:

Instruction

FLSA STATUS:

Exempt

EMPLOYMENT STATUS:

Full-Time

MINIMUM JOB REQUIREMENTS:

Education: Bachelor's degree in Education or related field required. Master's degree and/or extensive training in elementary mathematics and reading instruction preferred.

Experience: Demonstrated knowledge of best instructional practices and research-based intervention practices. Experience providing targeted mathematics and reading instruction and utilizing assessment data to support student achievement preferred.

Skills: Ability to analyze assessment data and provide real-time, research-based interventions through push-in and pull-out instructional models. Strong knowledge of mathematics instruction, intervention strategies, progress monitoring, and data-driven decision-making. Ability to communicate effectively and collaborate with students, parents, teachers, and administrators.

SUMMARY:

Provides targeted mathematics intervention and instructional support to students identified as needing additional academic assistance. Uses assessment data, progress monitoring, and research-based instructional practices to provide individualized, small-group, and classroom support designed to improve student achievement in mathematics.

ESSENTIAL JOB FUNCTIONS:

These statements are intended to describe the responsibilities assigned to the position and are not intended to represent an exhaustive list of all responsibilities, duties and skills required.

• Gather, organize, analyze, and interpret assessment data for identified students.
• Utilize best-practice instructional strategies and research-based intervention curriculum materials to meet the mathematics learning needs of identified students.
• Provide direct mathematics instruction to students identified for intervention services in individual, small-group, push-in, pull-out, and/or classroom settings.
• Analyze existing student achievement data and administer assessments and progress-monitoring instruments as needed to measure student growth and determine appropriate instructional interventions.
• Maintain accurate student records, parent communications, intervention documentation, and student progress data.
• Conduct and participate in parent conferences and other communications regarding student progress and intervention services.
• Collaborate with classroom teachers, administrators, and other instructional staff to coordinate intervention services and support student achievement.
• Participate in professional development activities to maintain and improve professional knowledge and instructional practices.
• Participate in discussions and activities focused on using research and student data to improve mathematics instruction and intervention practices.
• Perform other duties as assigned by the Building Principal or district administration.

ESSENTIAL BEHAVIOR:

Ability to use sound judgment in any situation. Ability to deal successfully and rapidly with changes in assignments and properly respond to applicable correspondence/communication received. Ability to project a professional district image through in-person, phone, and electronic interaction. Ability to build and foster harmonious rapport and work cooperatively with District staff and the public while achieving the objectives and goals of the position. Ability to handle problematic and/or difficult situations professionally by communicating with the appropriate person.

ATTENDANCE STATEMENT:

Able to be in attendance for assigned responsibilities in accordance with district attendance guidelines.

ENVIRONMENTAL CONDITIONS:

Typical office and school environment. Primarily inside working conditions with occasional exposure to environmental conditions during outside duty or other assigned responsibilities.

PHYSICAL STANDARDS:

Mobility, including standing and walking, as required to perform job responsibilities, provide instruction, give presentations, and travel throughout the school site. Ability to sit for extended periods of time. Seeing, hearing, and speaking abilities necessary to communicate effectively and deliver intervention services clearly to students.