Math Intervention Specialist

Public Health Management Corporation•Upper Dublin Township, PA

3d•Onsite

About The Position

This position is responsible for working collaboratively with other educational professionals to design and provide instruction and interventions for educational programs for exceptional students. The Math Intervention Specialist is a specialized service provider and qualified to diagnose and remediate students in foundational math skills. Using data-driven practices and evidence-based interventions, the Math Intervention Specialist will work closely with classroom teachers, special education staff, and administration to close learning gaps and promote student success in mathematics. The Math Intervention Specialist is certified to provide professional development to educational staff and serve in the role of mentor, coach, or advisor to Special Education Teachers and Paraprofessionals. The Math Intervention Specialist reports to the Director of Education.

Requirements

Current and valid Instructional I or Instructional II certification as a K-8 Math or PK-12 Special Education Teacher issued by the Commonwealth of Pennsylvania
Master’s degree from an accredited college or university in education or a related field required
One year of experience working with a special needs population in a school setting required
Understanding of emotional and behavioral disorders, mental health issues, autism, developmental delays, and intellectual disabilities required
Excellent ability to assess math competencies and develop interventions
Demonstrated ability to work with a variety of educational staff and parents to establish and maintain cooperative and effective working relationships
Excellent ability to work with students of all ages, of all levels, and from various cultural and ethnic backgrounds
Demonstrated knowledge of curriculum and instructional strategies for students experiencing behavior management challenges
Demonstrated knowledge of theory and principles of child growth and development with an emphasis on social-emotional development and low incidence disabilities
Demonstrated knowledge of School Wide Positive Behavior Support
Demonstrated skills with computers, data systems, and electronic reports
Demonstrated ability to understand and adhere to policies and procedures
Demonstrated analytical and problem-solving skills
Excellent organizational and time management skills
Excellent interpersonal skills
Sufficient mobility and ability to participate in managing the safety of a child through physical or personal interventions
Maintains confidentiality with a wide variety of sensitive information, including but not limited to manual and electronic files, documents and records, meeting notes, medical histories, and other identifying information
Maintains accurate information for special education timelines, assists professionals with logistical and administrative support, and communicates deadlines and procedural timeline recommendations for leadership
Adheres to all proactive behavioral incident management and reporting protocols, including de-escalation protocols, PBIS, and trauma-informed practices, as designated by PHMC and Fairwold policy
Always provides support to the school community to maintain an orderly school environment; provides support to students in crisis or those students demonstrating non-compliant behavior
Engages in full, active, and frequent participation in professional development events and opportunities, with the consistent application of new learning in the classroom and sharing of learning with colleagues
Engages in full, active participation in professional school events that may extend beyond the school day, including but not limited to Back to School Night, Parent Conferences, Academic Honors, and PBIS Events
Maintains full and active compliance with all PHMC and Fairwold Academy policies regarding job performance and conduct standards and expectations

Responsibilities

Provide direct instruction to students identified as eligible for math services in individual and/or small group settings.
Use identified needs to guide the learning process toward student achievement of math concept standards. Establish clear objectives for all lessons, units, and projects using formal and informal assessment data obtained from students.
Use a variety of manipulatives and hands-on activities to support content standards and the needs and capabilities of the individuals or student groups involved.
Create a classroom environment and research-based program of study that is conducive to learning and appropriate to the maturity and interests of the student.
Provide written evidence or preparation upon request of immediate supervisor.
Take all necessary and reasonable precautions to protect students’ equipment, materials, and facilities.
Maintain accurate records as required by school policy, administrative guidelines, or specific program requirements.
Conduct or participate in needed parent conferences and all related student IEP meetings.
Assist the Principal with developing criteria for levels of intensive interventions. Develop a Multi-tiered System of Support (MTSS) model for math skills and implement supports at three levels: Universal, Tier II, and Tier III.
Conduct student assessments to identify those eligible for intervention services, plan instruction, and assist staff members in learning various assessment techniques. Assess the accomplishments of students on a regular basis and provide progress reports as required.
Collaborate as needed with appropriate school staff and administration regarding students who may need specialized services.
Plan, develop, and implement a weekly intervention schedule, including individual and group treatments, co-teaching, professional development, and specialized projects.
Deliver consistent instruction that demonstrates 1) knowledge of content and pedagogy through a variety of active engagement and instructional strategies, 2) effective questioning and discussion techniques, 3) positive and constructive feedback, and 4) responsiveness to student learning and behavioral needs.
Manage a safe and orderly environment that demonstrates 1) purposeful and equitable learning, 2) structured routines and classroom expectations, 3) skillful organization of the physical space, and 4) positive, appropriate, and highly respectful interactions among students and staff.
Manage student data, assess student learning, and monitor progress. Complete documentation, reports, summaries, and other evaluative measures of students’ individual reading and writing progress aligned to reading goals, showing evidence of adaptations as needed within dictated timelines.
Write, assess, and evaluate effective and measurable math IEP goals, including the condition, student name, clearly defined behavior, and performance criteria (criterion level, number, evaluation schedule or method) in the goal.
Attend IEP meetings with professionalism, accurate data and records, and respectful parent communications.
Coach special education teachers and model instructional strategies in math, including but not limited to math concepts, research-based curriculum, and the latest math learning tools.
Provide professional development to paraeducator staff (IBAs), ensuring best practices in math instruction and support.
Strive to maintain professional competence through professional development activities.
Participate in discussions or activities focused on using research to improve the organization’s math skills.
Participate in staff development focused on math delivery for intervention and assessment.
Perform other related duties and special projects as assigned.