Lower School Math Interventionist

About the role

The Oaks Academy’s core values guide the Lower School Math Interventionist, who 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 number sense, computation, and mathematical reasoning across grade levels.

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 kindergarten through fifth 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

Requirements

• Valid Indiana teaching license
• Demonstrated experience delivering mathematics instruction within grades K through 5
• 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
• 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
• Devout Christian who is a member of, associated with, or seeking to be associated with, a Christ-centered community of faith or a church
• Prioritization of proficiency with universal screening and progress monitoring tools
• Prioritization of knowledge of evidence-based math intervention strategies
• Prioritization of training or coursework in explicit instruction, systematic math intervention, or learning differences in mathematics
• Prioritization of experience participating in or facilitating data team meetings and student support planning