Job Description
The role of the Middle School Math Interventionist (Itinerant) is to provide high quality,
evidence-based instructional support to students at all levels in need of mathematics intervention.
The Middle School Math Interventionist (Itinerant) acts as a liaison between Mathematics
Program Supervisor and the faculty of his/her assigned schools. This position reports to the
building administrator.
GRANT FUNDED POSITION
CORE JOB RESPONSIBILITIES:
? Use data from screening, formative and summative assessments to identify students in
need of intervention support at Tier II and Tier III levels.
? Plan and provide intervention for identified students that support and align with the
regular classroom curriculum
? Assist teacher in maintenance of appropriate records of student data and communicate
student progress to the classroom teacher, principal, and families.
? Demonstrate and model intensive interventions and guided math groups for classroom
teachers
? Participate in MTSS team meetings as appropriate, in addition to IEP meetings as needed
? Communicates progress to building level administrator(s), building staff, the
Mathematics Program Supervisor and the Executive Director of Curriculum,
Assessments, and Grants
? Attend meetings as scheduled by the Mathematics Program Supervisor and Executive
Director of Curriculum, Assessments, and Grants
? Provide support for administrators and staff on district wide math initiatives, curriculum
and instructional practice
? Facilitate training and family workshops on math content and how to support learning at
home
? Other duties as assigned by building principal

Position Type: Full Time – Grant Funded
Positions Available: 1
Salary: Varies with experience and education
Requirements
? Valid Rhode Island Teaching Certificate, at least 3 years classroom experience teaching
mathematics within the past 5 years
? Evidence of postgraduate study (9 credits) with a focus on math instruction
? Rhode Island College Math Specialist Certificate, or
? Certificate of completion of math training such as Thinking Math I and/or SUM Math, in
addition to evidence of professional development with a focus on math instruction
? Understanding of and familiarity with Common Core Standards in Mathematics

? Experience in data collection and data analysis
? Extensive understanding of evidence-based instructional practices for teaching
mathematics
? Evidence of ability to communicate clearly and positively with students, colleagues, and
families
? At least 3 years of relevant experience preferred
? Bachelor degree preferred