MDILC - Intervention Specialist

Job Title:

Intervention Specialist

(Moderate/Intensive)

Reports To:

Building Administrator/ Director of Special Education

Contract Length: 184 Days

Exempt/Nonexempt:
Exempt

Department:
Department of Diverse Learners & Whole Child Supports

Reynoldsburg City Schools is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. At Reynoldsburg, our educators embody the principles outlined in Our Portrait of an Educator, inspiring students to innovate, collaborate, and excel. For more information, visit https://(Use the "Apply for this Job" box below)..

Primary Job Function:

The Reynoldsburg City Schools' Intervention Specialist is responsible for providing high-quality, individualized, and specially designed instruction (SDI) to students with disabilities. This role ensures students receive a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) through the development and implementation of Individualized Education Programs (IEPs) that align with Ohio's Learning Standards or Extended Standards and the Ohio Teacher Evaluation System (OTES 2.0).

A primary focus of this role includes supporting students with Moderate to Intensive needs, including those with significant academic, physical, emotional, or sensory disabilities.

Minimum Qualifications:

• Valid Ohio License:
  Intervention Specialist (Mild/Moderate K-12) AND/OR Intervention Specialist (Moderate/Intensive K-12).
• Bachelor's Degree in Special Education or related field.
• Knowledge of IDEA, IEP development, and compliance requirements.
• Must pass a criminal background check (BCI/FBI).

Preferred Qualifications:

• Priority Preference:
  Experience working with students with Autism Spectrum Disorder (ASD), Multiple Disabilities (MD), or significant behavioral needs (Moderate/Intensive).
• Certification or training in Crisis Prevention Intervention (CPI).
• Experience in inclusive, co-teaching, or specialized instructional settings.
• Familiarity with data-driven instruction and progress monitoring.

Essential Duties and Responsibilities: Primary functions may include the following duties, responsibilities, skills, abilities, and other characteristics. This list of tasks is ILLUSTRATIVE ONLY and is not intended to be a comprehensive listing of tasks performed by all positions within this classification.

Instructional Planning & Preparation (OTES Standards)

• Focus for Learning:
  Develop annual goals and short-term objectives that are measurable and based on the student's present levels of performance.
• Knowledge of Students:
  Identify and provide appropriate accommodations and modifications for students ranging from mild learning disabilities to significant cognitive and physical disabilities.
• Lesson Delivery:
  Provide specially designed instruction in whole-group, small-group, and 1:1 settings using evidence-based strategies and Ohio's Extended Standards.

IEP Management & Compliance

• Documentation:
  Draft, implement, and monitor Individualized Education Programs (IEPs) in compliance with state and federal regulations (IDEA).
• Progress Monitoring:
  Collect, analyze, and use data regularly to monitor student progress and inform instructional adjustments.
• Meeting Facilitation:
  Participate in and/or lead IEP meetings, ETR meetings, and collaborative planning sessions with multidisciplinary teams.

Specialized Programming & Moderate/Intensive Support

• Intensive Unit Support:
  Provide high-structure instruction in specialized settings, including Autism, Multiple Disabilities (MD), and Specialized Behavioral units.
• Functional & Life
  
  Skills:
  
  For students with intensive needs, teach essential functional life skills including communication, self-care, and vocational readiness.
• Behavioral Intervention:
  Implement behavioral regulation strategies and evidence-based interventions to support students with significant social, emotional, and behavioral needs.

Collaboration & Communication

• Team Integration:
  Collaborate with school psychologists, general education teachers, related service providers, and support staff to promote inclusive practices and whole-child development.
• Family Partnership:
  Communicate effectively and regularly with families regarding student progress, goals, and transitions.
• Paraprofessional Supervision:
  Direct and mentor classroom instructional assistants and paraprofessionals to ensure the effective delivery of services.

Classroom Environment & Safety

• Physical Management:
  Ensure the safety and dignity of students during transitions, personal care, and behavioral crises, maintaining accurate documentation and confidentiality.
• Professional Growth:
  Engage in structured, year-long professional development, 1:1 coaching, and utilize Model Classroom resources to ensure instructional excellence.

Knowledge, Skills and Abilities

Knowledge of:

• Federal and state special education law, including IDEA and Ohio's Operating Standards.
• OTES 2.0 frameworks and Ohio's Learning/Extended Standards.
• Evidence-based practices for Mild/Moderate and…