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Math Intervention Assistant Jobs in Illinois (NOW HIRING)

Specialized Education Services

Math Teacher

Chicago, IL · On-site

$55K - $62K/yr

Apply the school's behavior support and intervention strategies. * Implement de-escalation ... Ability to lift and assist students with mobility challenges, often requiring the handling of up to ...

Lindop School District 92

Paraprofessional

Broadview, IL · On-site

$14.75 - $19.25/hr

Assists with instructional modifications recommended by planning team * Assist with reading and math interventions * Participates in appropriate staff development programs * Assists teacher in duties ...

Lindop School District 92

Paraprofessional

Broadview, IL · On-site

$14.75 - $19.25/hr

Assists with instructional modifications recommended by planning team * Assist with reading and math interventions * Participates in appropriate staff development programs * Assists teacher in duties ...

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All JobsMath Intervention JobsMath Intervention Assistant JobsMath Intervention Assistant Jobs in Illinois

Math Intervention Assistant information

What is the difference between Math Intervention Assistant vs Math Tutor?

AspectMath Intervention AssistantMath Tutor
Required CredentialsHigh school diploma or equivalent; some roles may prefer associate's degreeHigh school diploma; often college students or certified teachers
Work EnvironmentSchool settings, classrooms, or resource roomsPrivate tutoring, after-school programs, or online platforms
Employer & Industry UsagePublic and private schools, educational programsPrivate individuals, tutoring centers, online platforms
Common Search & Comparison IntentUnderstanding roles within schools, support positionsSeeking personalized math help outside school

Math Intervention Assistants support students within school settings, focusing on helping struggling learners improve math skills under teacher supervision. Math Tutors typically work independently or through tutoring services, providing personalized instruction outside the classroom. While both roles involve math support, Intervention Assistants are more integrated into school environments, whereas Tutors often operate independently or online.

How do I become a math intervention assistant?

To become a math intervention assistant, typically a high school diploma or equivalent is required, and some positions may prefer or require postsecondary coursework or an associate degree in education or a related field. Relevant skills include strong math knowledge, patience, and the ability to work with students individually or in small groups; familiarity with educational tools and assessment methods is also beneficial.
What are the most commonly searched types of Math Intervention jobs in Illinois? The most popular types of Math Intervention jobs in Illinois are:
Math Intervention Assistant jobs near you
Infographic showing various Math Intervention Assistant job openings in Illinois as of August 2026, with employment types broken down into 1% As Needed, 75% Full Time, 21% Part Time, 1% Temporary, and 2% Contract. Highlights an 98% Physical, 1% Hybrid, and 1% Remote job distribution.

Title I MTSS Math Specialist (3403)

Dunlap School District #323

Dunlap, IL • On-site

Part-time

Re-posted 21 days ago

Job description

Position Type:
High School Teaching
Date Posted:
5/22/2026
Location:
Dunlap High School
Date Available:
08/01/2026
Closing Date:
Open until filled
This position is part-time, 4 hours/day MTSS Math Specialist (Title I) position for the 2026-2027 school year.
Reports to: Building Principal
Position Objective:
Position is responsible for providing academic support for students identified as needing additional academic support.
Essential Functions:
Instructional Design and Delivery
  • Develops targeted intervention lessons aligned to Illinois Learning Standards and district curriculum.
  • Selects and adapts instructional strategies and resources based on student needs.
  • Provides explicit instruction in number and quantity, algebra, functions, modeling, geometry, and statistics and probability.
    • Including the design and implementation of specific units of study based on specific skill deficits.

Assessment and Progress Monitoring
  • Administers, scores, and interprets diagnostic, formative, and summative assessments.
  • Uses assessment data to adjust instruction, identify learning gaps, and document student progress.
  • Determines entry and exit criteria for interventions.

Differentiation and Individualization
  • Designs interventions that are scaffolded and tailored to specific skill deficits.
  • Adjusts pacing, materials, and instructional methods to meet diverse learner needs.

Professional Judgment and Decision-Making
  • Determines when to intensify, modify, or discontinue interventions based on data.
  • Recommends next instructional steps within MTSS frameworks.
  • Identifies students who may need further evaluation for special education.

Standards and Compliance
  • Ensures instruction is aligned to Illinois Learning Standards.
  • Maintains documentation required for accountability, progress monitoring, and reporting.
  • Participates in data team meetings, IEP meetings, and MTSS problem-solving teams as needed.

Collaboration and Leadership
  • Collaborates with classroom teachers to coordinate interventions with core instruction and make recommendations on accommodations.
  • Evaluates intervention resources and makes recommendations for adoption.
  • Communicates academic progress and strategies to parents/guardians.
  • Provides input on literacy curriculum and professional development.

Additional Functions:
  • Assist school personnel in recognizing unmet needs of students by providing consultation and/or in-service experiences to school personnel, parents and students.
  • Assist in developing resources to resolve problems and interface these with school and community needs.
  • Other duties as assigned.

Qualifications:
  • Illinois Professional Educator License preferred.

Competencies:
  • Excellent organizational skills with strong attention to detail.
  • Excellent interpersonal communication skills. Able to communicate effectively with staff at all levels, students, parents, and the general public.
  • Ability to interact with children in a positive and nurturing manner.
  • Ability to multi-task while maintaining a calm and professional demeanor.
  • Adaptable to different work scenarios and schedules. Able to prioritize efforts in order to achieve a student-focused solution.
  • Proficient in standard office software applications.
  • Ability to collaborate and provide shared leadership.
  • Able to work in various team-oriented work groups to come to a student-focused solution.

Working conditions
  • Mental Demands: calculating, comparing, evaluation, interpreting, organizing, consulting, analyzing, planning, documenting, specifying, coordinating, implementing, and presenting.
  • Physical Demands: bending, stooping, kneeling, twisting, reaching, sitting for prolonged periods of time, standing, walking, lifting, finger dexterity, grasping, repetitive motions, talking, hearing and visual acuity, ability to read and write, ability to speak and understand the English language. Must be able to lift an individual student.
  • Environmental Conditions: The work is performed primarily indoors; however, outside work is required on occasion. Travel between school facilities may be required.

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