Math RTI Specialist & Instructional Coach

Math RTI Specialist & Instructional Coach Chief Leschi School Secondary – Puyallup, Washington Job Description This position is for the 2026-27 School Year GROUP: Certificated SALARY: Certificated Salary Schedule FLSA STATUS: Exempt

WORKDAYS PER FISCAL YEAR: 180

SUMMARY

The Math RTI Specialist is a certificated, classroom‑adjacent role focused on accelerating student learning in mathematics across the secondary grades, with a primary emphasis on middle school. The specialist designs and delivers Tier 2/Tier 3 interventions (push‑in, pull‑out, and small‑group), uses data to identify student needs, monitors progress, and collaborates closely with classroom teachers, counselors, Special Services, Title I/LAP, and the Culture Department. As assigned based on student and program needs, this position may include teaching classroom‑based mathematics (e.g., Algebra 1 at the middle level). This is not a supervisory position and does not include the evaluation of colleagues.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Provide push‑in, pull‑out, and small‑group Tier 2/3 math interventions aligned to Washington State Learning Standards (CCSS‑M), prioritizing middle school. Develop short‑cycle intervention plans with explicit goals, frequency, and progress‑monitoring measures (e.g., CBMs, common formative assessments). Maintain a predictable intervention schedule that preserves access to core instruction and minimizes loss of electives. Use universal screeners, benchmark data, classroom assessments, and teacher referrals to identify students for support. Track, analyze, and report student progress; adjust interventions based on evidence of learning; maintain accurate service logs and documentation. Contribute data and next steps in MTSS/SST meetings. Co‑plan with classroom teachers to align interventions with core curriculum pacing and practices (e.g., CRA/CPA progression, explicit instruction, math discourse routines). Coordinate with Special Education and 504 teams so supports complement, and do not supplant, specially designed instruction or accommodations. Share resources, model strategies, and—when appropriate—co‑teach targeted lessons (non‑evaluative). Communicate regularly with students and families about goals, progress, and ways to support learning at home. Integrate culturally responsive and tribally aligned practices; partner with the Culture Department to honor CLS values and community knowledge. Engage in ongoing professional learning related to mathematics instruction, intervention, assessment, restorative practices, trauma‑responsive approaches, and culturally sustaining pedagogy. Complete required reports and documentation accurately and on time; uphold confidentiality and all applicable federal, state, BIE, and district policies. This list is intended to describe the general nature and level of work performed and is not an exhaustive list of all duties. Chief Leschi Schools reserves the right to assign or modify duties consistent with operational needs. Workplace accommodations may be provided in accordance with CLS Tribal policy to enable qualified individuals to perform essential functions.

MINIMUM REQUIREMENTS

Valid Washington State Teaching Certificate appropriate for secondary level mathematics. Demonstrated successful experience teaching or supporting secondary mathematics. Proven skill in RTI/MTSS implementation, including progress monitoring, data analysis, and evidence‑based math interventions. At least 2 years of experience implementing RTI/MTSS frameworks.

PREFERRED QUALIFICATIONS

Master’s degree in education, mathematics education, special education, or related field. Experience with Title I/LAP math interventions at the secondary level. Experience collaborating within IEP/504 processes. Training in LETRS for Mathematics or comparable math‑specific professional learning; familiarity with explicit instruction, CRA/CPA, math discourse routines, interleaving, and spaced practice. Experience implementing adopted math curricula and common assessment systems. Commitment to culturally responsive, trauma‑informed, and restorative practices serving Native students and families.

CONDITION OF EMPLOYMENT

Successful criminal background clearance. Successful and/or clear drug screening.

KNOWLEDGE OF

Principles and practices of RTI/MTSS frameworks, including intervention design, progress monitoring, and data‑based decision making. Secondary mathematics content and effective instructional strategies, including small‑group and intervention‑based instruction. Assessment systems, including universal screeners, formative assessments, and progress monitoring tools. Data analysis practices to interpret student achievement and inform instruction. Culturally responsive, trauma‑informed, and restorative practices, particularly in supporting Native American students and communities. FERPA and student confidentiality requirements. School and district policies, procedures, and expectations.

ABILITY TO

Take initiative, work independently, and effectively manage time and schedules for multiple intervention groups. Communicate clearly and effectively (oral and written) with students, staff, and families, including presenting data in an understandable way. Collect, analyze, and apply student achievement data to guide instruction and interventions. Build and maintain positive, professional relationships with students, staff, and families. Manage small‑group learning environments to maximize instructional time and student engagement. Integrate cultural competencies into instruction and support for Native American students. Demonstrate professionalism, punctuality, and reliability, including timely follow‑through on responsibilities. Follow school board policies and administrative procedures consistently.

REPORTING RELATIONSHIP

Building Principal or Designee

PHYSICAL DEMANDS

Employees may be required to sit or stand for extended periods and perform tasks involving reaching, talking, hearing, bending, stooping, twisting, squatting, kneeling, and fine motor coordination. This position may require regularly lifting or moving up to 50 pounds and occasionally up to 75 pounds, with appropriate assistance or equipment as needed. Workplace accommodations may be provided in accordance with CLS Tribal policy.

WORK ENVIRONMENT

Work is primarily performed in an indoor educational environment with moderate noise levels. Employees may work in and/or proximity to classrooms, students, and standard office or instructional equipment. Conditions may vary based on program needs.

SOVEREIGN IMMUNITY NOTICE

Chief Leschi Schools operates under the authority of the Puyallup Tribe of Indians. Employment is governed by Tribal law and policy and does not create a contract of employment. Nothing in this job description or related materials shall be construed as a waiver of CLS’s or the Tribe’s sovereign immunity.

INDIAN PREFERENCE & EQUAL OPPORTUNITY STATEMENT

Chief Leschi Schools is an equal opportunity employer operating under the authority of the Puyallup Tribe of Indians. Employment decisions are made in accordance with Tribal law, including applicable Indian preference requirements. Chief Leschi Schools provides employment opportunities without unlawful discrimination as defined by Tribal policy and aligns with applicable federal requirements where expressly required under law or the State‑Tribal Education Compact. Nothing in this statement shall be construed as a waiver of CLS’s or the Tribe’s sovereign immunity. #J-18808-Ljbffr Young World Physical Education