Salary based on experience and educational level on Teachers' Salary Schedule
Overview:
The Intervention Specialist assists children with academic, behavioral, and/or social-emotional needs in classrooms and other settings according to the least restrictive environment as identified according to the individualized education program to meet district needs.
Key Responsibilities:
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Provide an educational program and progress monitor students as outlined in the Individualized Education Program (IEP) for each student on the caseload.
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Work cooperatively with general education classroom teachers to:
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Interpret the needs of students according to developmental milestones
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Assist in classroom intervention strategies
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Make modifications to classroom based assignments and assessments as necessary
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Assist the student with regular class assignments as needed.
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Communicate regularly with parents and professional staff regarding the educational, social, and personal needs of students.
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Assist students in making an assessment of his/her abilities and in establishing educational and vocational/occupational goals to support transition plans and continual student growth.
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Participate as a member of the MTSS team as directed by the building principal.
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Develop, implement, and progress monitor the IEP according to State mandated requirements, meeting all compliance protocols and timelines.
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Complete necessary reports and record keeping as required by state and local policies and procedures.
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Participate in professional growth activities through staff development, inservice, workshops, and higher education.
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Other duties as assigned by the Superintendent or his/her designee.
Key Qualifications:
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Must hold a valid Ohio Intervention Specialist license or certificate in Mild/Moderate or Moderate/Intensive. Candidates with training in multi-sensory approaches to reading instruction and/or intensive behavioral training are encouraged to apply.
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Must be open to reviewing current research and actively participating in staff development opportunities to promote professional growth
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Have the ability to communicate effectively and work cooperatively with students, staff and parents
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Must have the full support of the Building Principal, Director of Special Education & Assistant Superintendent
Knowledge, Skills and Abilities (KSA):
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Knowledge of the Operating Standards for Ohio's Schools Serving Children with Disabilities
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Knowledge of FERPA and HIPAA
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Knowledge of Ohio's Academic Content Standards & Extended Standards
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Knowledge of IEP development
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Knowledge of current testing programs, mandated assessment tools and alternative assessment
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Knowledge of current educational issues and best practices
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Knowledge of behavior management techniques
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Knowledge of effective intervention strategies
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Knowledge of community agencies that can support students with disabilities
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Knowledge of classroom management techniques
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Knowledge of problem solving processes and creative thinking skills
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Ability to participate in and pass Crisis Prevention Intervention (CPI) training
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Ability to use technology as both a productivity tool and as a method of communication; proficient in computer applications
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Ability to maintain accurate student records
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Ability to assess students intellectually and physically and develop appropriate individual education and behavior plans
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Ability to plan strategies and activities to meet identified needs of students
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Ability to evaluate student's progress through the utilization of established procedures, including alternate assessment.
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Ability to analyze and interpret assessment data
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Ability to communicate effectively both orally and in writing
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Ability to maintain confidentiality
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Ability to develop and maintain effective working relationships with students, co-workers, administrators, and stakeholders
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Ability to work with teachers and students to demonstrate ways of supporting students in the general education classroom
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Ability to provide group and individual lessons according to content standards, academic and behavior intervention, crisis intervention, development of home/school collaboration
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Ability to work with team to analyze, synthesize, and evaluate program progress and implement changes
The Successful Candidate Will:
Possess the key responsibilities, qualifications, meet the minimum knowledge, skills, and abilities as outlined above, and have a valid Intervention Specialist Licence to teach in the State of Ohio.
Physical Demands & Work Environment:
PHYSICAL DEMANDS: The physical demands described herein are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
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Position is mostly indoors.
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While performing the duties of this job, the employee is frequently required to walk and stand. Occasionally the employee will sit and/or run.
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The employee will frequently bend or twist at the trunk while performing the duties of this job.
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The employee will frequently squat, stoop, kneel, reach above the head, reach forward and repeat the same hand motion many times while performing the duties of the job.
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The employee may routinely lift and move objects greater than 50 pounds.
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The employee must also have the ability to work in a noisy environment, including extreme variations in temperatures to supervise students in and out of the school building.
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The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance.
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While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as, a noisy environment and be able to tell where a sound is coming from.
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The employee must be able to communicate to the team in order to give directions.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually varied depending on classroom or building level activity.
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.
