Math Interventionist

Position: Math Interventionist

School:Williamstown Elementary School

Williamstown Elementary School seeks a skilled Math Interventionist to support the development and implementation of a coherent mathematics Multi-Tiered System of Support aligned with the Massachusetts Department of Elementary and Secondary Education MTSS Blueprint.

The Math Interventionist will help WES strengthen a proactive and preventative system of support that ensures equitable access to grade-level learning and beyond for all students. This position will support students academic success in mathematics while also recognizing that math learning is connected to students school belonging social-emotional and behavioral development and overall wellbeing.

The Math Interventionist will provide targeted and intensive math support collaborate with classroom teachers and specialists use i-Ready Diagnostic / i-Ready Inform for Mathematics as a universal screener and diagnostic data source and align intervention planning with WESs current core mathematics curriculum i-Ready Classroom Mathematics.

The role is not intended to create a separate math program. The role is intended to unify curriculum instruction assessment intervention scheduling collaboration and progress monitoring into a more coherent math support system.

The Math Interventionist will support WES in implementing the five DESE MTSS implementation drivers within mathematics:

• Universal High-Quality Instruction: Support classroom teachers in strengthening access to high-quality grade-level math instruction through i-Ready Classroom Mathematics.
• Data-Driven Decisions: Use i-Ready Diagnostic / i-Ready Inform classroom assessments student work MCAS data progress-monitoring tools and teacher input to identify student strengths needs and next instructional steps.
• Team-Driven Leadership: Participate in collaborative grade-level intervention and student-support meetings to make shared decisions about student support and schoolwide math priorities.
• Evidence-Based Tiered Supports: Provide Tier 2 and Tier 3 math supports that complement reinforce and supplement Tier 1 instruction. Supports should be selected because they have a clear connection to student needs and evidence of impact.
• Strategic Resource Alignment: Help WES use time staffing schedules i-Ready resources intervention materials and professional collaboration efficiently and equitably.

Collaborate with classroom teachers to support access to grade-level mathematics instruction through i-Ready Classroom Mathematics.

Use i-Ready Classroom Mathematics unit progressions lesson objectives prerequisite skills mathematical models vocabulary and standards alignment to connect intervention to classroom instruction.

Support teachers in identifying prerequisite skills students need in order to access current and upcoming grade-level math content.

Provide consultation co-planning modeling or data support when appropriate to strengthen Tier 1 instruction and differentiation.

Help ensure that student struggles are not treated only as individual deficits but are also examined in relation to curriculum access instructional practices assessment patterns and system-level needs.

Use i-Ready Diagnostic / i-Ready Inform for Mathematics as a primary universal screener and diagnostic data source.

Analyze multiple sources of data including:

• i-Ready Diagnostic / i-Ready Inform results.
• i-Ready domain-level data.
• i-Ready growth data.
• i-Ready Personalized Instruction data when available.
• i-Ready Standards Mastery data when available.
• i-Ready Classroom Mathematics unit and lesson data.
• Classroom assessments.
• Student work.
• Teacher observations.
• MCAS data.
• Progress-monitoring data.
• Family and student input when relevant.

Help grade-level teams move from broad labels such as low in math to specific instructional needs such as number sense operations fractions measurement geometry problem solving math vocabulary fluency or prerequisite skills for upcoming units.

Support regular progress monitoring and use student response to intervention to adjust support.

Provide Tier 2 targeted math support for students who need additional structured support with specific math skills or concepts within the classroom.

Provide Tier 3 intensive math support for students with significant or persistent math needs requiring more individualized frequent or intensive intervention.

Use language that describes supports not students. For example students receiving Tier 2 support in fractions rather than Tier 2 students.

Ensure that Tier 2 and Tier 3 supports complement reinforce and supplement Tier 1 instruction rather than replacing core math instruction.

Use i-Ready resources as part of the intervention toolkit including:

• i-Ready Classroom Mathematics.
• Teacher Toolbox.
• Tools for Instruction.
• Prerequisite support.
• i-Ready Diagnostic / i-Ready Inform reports.
• Personalized Instruction data when available.
• Standards Mastery data when available.
• Fluency resources when appropriate.

Use these resources selectively and intentionally. Digital resources should not replace teacher-led intervention. Intervention should include explicit instruction mathematical discourse modeling manipulatives guided practice feedback and progress monitoring.

Participate in grade-level data meetings MTSS meetings student-support meetings and intervention planning meetings.

Collaborate with classroom teachers reading interventionists special education staff English learner staff school adjustment counselor related service providers and administration.

Support shared decision-making about intervention entry continuation intensification exit or referral for broader problem-solving.

Collaborate with families when math intervention data is relevant to understanding student strengths needs and progress.

Support a schoolwide culture where tiered supports happen with students and families not to students.

Maintain a protected intervention schedule that avoids pulling students from core math instruction.

Document intervention groups goals frequency duration progress-monitoring results and next steps.

Support schoolwide review of math trends to determine whether needs are individual grade-level curriculum-based or system-level.

Help administration evaluate the effectiveness of the math intervention model and recommend adjustments.

Massachusetts educator licensure appropriate for elementary education mathematics special education or a related instructional role.

Strong understanding of elementary mathematics development and grade-level math standards.

Experience using assessment data to plan instruction and monitor progress.

Experience providing small-group and individualized math instruction.

Knowledge of MTSS universal screening diagnostic assessment progress monitoring and evidence-based intervention.

Experience with i-Ready Diagnostic / i-Ready Inform and i-Ready Classroom Mathematics preferred.

Ability to use i-Ready Teacher Toolbox Tools for Instruction prerequisite supports Personalized Instruction data and Standards Mastery data to support instructional planning.

Strong collaboration communication and organizational skills.

Commitment to equitable access inclusive practice high expectations and strengths-based support for all learners.

Benefits & Compensation:
Annual salary range:$50474 $110081 commensurate with education and experience. Please Note: This is the current salary range for the 2025-2026 academic year and will be updated once negotiations are finalized for a new three year teachers contract between the Mount Greylock Educators Association and the Mount Greylock Regional School Committee.

Health & dental plans:
Comprehensive options include Blue Cross Blue Shield HMO PPO and POS plans.
Blue Cross Blue Shield Dental Blue Freedom (with Orthodontics)
Blue 20/20 Vision
Life Insurance
Flexible Spending Accounts (FSA)
Voluntary coverages: Short Term Disability Accident Hospital Cancer and Critical Illness plans

Provisions & Conditions of Employment:
Position governed by MGL Chapter 71 and the Collective Bargaining Agreement between the Mount Greylock Education Association and the Mount Greylock Regional School Committee.
Employment is contingent upon successful completion of all pre-employment screenings:
National Fingerprint-Based Criminal Background Check (NCBC)
Criminal Offender Record Information (CORI)
Sexual Offender Record Information (SORI)
All screenings must be completed prior to the start of employment.