Director Math Assessment Jobs in Utah (NOW HIRING)

Reports to: Special Education Director

This is a 10-month position (unless otherwise specified in employment agreement) following the school year staff calendar, inclusive of but not limited to pre-planning and/or summer training, pre-planning week, staff meetings, teacher workdays, workshops and other professional development, all school programs and activities, post-planning week, and other hours as required and deemed necessary by the Principal.

The Interventionist is an educator with specialized knowledge and experience in supporting students with disabilities. The Interventionist supports classroom teachers in implementing accommodations* and/or modifications** that are integrated into the classroom. Additionally, they can provide targeted instruction for students who have not yet mastered foundational skills. This support is delivered through explicit instruction on specific SSP (Student Support Plan) goals, and can occur in one-on-one, small group, or large group settings. The Interventionist works closely within grade-level classrooms, offering direct support to students and coaching to teachers. They play a key role in implementing Tier 2 and Tier 3 interventions, helping to enhance instructional strategies and adapt the curriculum to meet the diverse needs of students.

*Accommodation provides access to the general

**Modifications fundamentally alter the grade level expectation

• 3+ years of working with students with disabilities, and Montessori training.

• Employee must have a bachelor’s or master’s degree in education or in a related field.
• Utah State Teaching License in SPED.
• Excellent verbal and written communication skills.
• Must possess the ability to graciously accept responsibility, prioritize effectively and work harmoniously in a fast-paced environment.
• Must have strong leadership and collaboration skills.
• This position may include, but is not limited to, standing, bending at the waist, kneeling, sitting on the floor and lifting at least 40 pounds.

1. Every Monday through Friday that school is in session, from 8:00 am – 4:00 pm. (It may be necessary to schedule SSP or SST meetings during lunch hours.)
2. During the summer of 2026, employee is required to attend Elizabeth Academy professional development from June 23-25 and August 4-6. Pre-planning will begin on August 10.
3. Staff meetings, workshops and other professional development, all school programs and activities, and other hours as required and deemed necessary by the Special Education Director.

Explicit Instruction

• • Provide explicit, specialized instruction to individual students, small groups, or whole class on SSP goals aligned with SSP Service Time.
  • Monitor student progress; gives timely and specific feedback.
  • Design and provide materials to support teachers in implementing SSP accommodations
  • Coordinate support between classroom teachers and therapists
  • Provide each class with a Disability Awareness lesson at the BOY
  • Provide explicit instruction on social skills and/or support therapists goals during recess as needed.

Student Success Plan (SSP)

• • Update EdMod Student Demographic Page for the upcoming year
  • Gather baseline data for PLAAFP statements (academic, observations)
  • Write annual SSP (PLAAFP, goals, service time)
  • Coordinate with therapists to ensure all components are completed
  • Coordinate with therapists and classroom teachers when scheduling SSP meeting
  • Support classroom teachers with the implementation of SSP (providing differentiation strategies, explicit instruction lessons, Discrete Trial lessons, providing leveled materials)
  • Include accommodations
  • Facilitate SSP meetings
  • Ensure that all paperwork is completed and signed by all members of the team (including Meeting Notes)
  • Ensure that the student file is organized and contains all required items.

Assessments

• • Administer norm-referenced assessments three times per year (Acadience, PELI, Reading and Math)
  • Input norm referenced assessments results into Yearly Assessment Report in EdMod
  • Send Yearly Assessment Report home at the end of the year
  • Administer BOY diagnostic assessments for students who are found to be below or well below benchmarks
    • Report in EdMod
  • Administer standardized assessments (if trained)
  • Complete observations when needed
  • Input hearing and vision screenings into EdMod each year
  • During a formal evaluation, all assessment results are input into the Eligibility Evaluation tab in EdMod.
  • Facilitate and conduct initial and 3 year evaluations

Student Support Team (SST)

• • Provide targeted interventions to classroom teachers
  • Serve as a coach for classroom teachers through the SST process

Progress Reports

• • Completed at the same time as regular education report cards
  • Progress Reports should include Annual Goals, Goal Progression, (other sections are optional)
  • Coordinate with therapists to ensure that their portion is completed
  • When all progress is documented, send it to parents on the same day that classroom Report Cards go out.

Data Collection

• • Create data sheets for each student’s SSP goal
  • Maintain accurate data collection records on each SSP goal
  • Collect data weekly on SSP goals
  • Coach teachers in data collection methods and practices.

Professional Development

• • Attend all required PD sessions, faculty, weekly SPED, and mentoring (when applicable) meetings.
  • Attend summer PD sessions
  • Observe other teachers or schools
  • Supervise assistants (if applicable)

Team Meetings

• • Support classroom teachers in the use of therapeutic strategies given by therapists
  • Facilitate and lead Friday Collaborative meetings with classroom/grade level teams
  • Keep the meeting directed toward students and data driven instruction
  • Maintain meeting attendance and PLC SPED questions

Recess Responsibilities

• • Observe and collect data or assessments on students in relation to SSP goals or teacher/parent concerns
  • Provide explicit instruction on social skills and/or support therapists goals during recess as needed.

Professionalism

• • Schedules must be given to the SPED Director using the template provided and updated regularly.
  • If there is a block of time with no students, the interventionist should be in classrooms helping students generalize skills.
  • Adhere to the practices in the book 5 Dysfunctions of a Team
  • Problem Solve with peers
  • Adhere to contract hours
  • Attend any required after school events (Parent Orientation, Parent Teacher Conferences, Open House, Harvest Share, Spring Showcase, etc.)
  • Provide campus principal and SPED Director notice of any PTO use by following proper procedures and ensuring that PTO requests are entered into PayCom.
  • Maintain student and staff confidentiality
  • Report student concerns to SPED Director or Principal
  • Working within the allotted budget while following all school purchasing procedures and rules.
  • All communications with parents and staff are kind and respectful.
  • Demonstrate active listening with the goal to problem solve.
  • Refrain from gossip and negative comments that create a negative work environment.
  • Adhere to all school policies and procedures stated in the Staff Handbook.
  • Perform other tasks as assigned by SPED Director.