Specialized Intervention Specialist: MDILC

Specialized Intervention Specialist: MDILC

Reynoldsburg City School District SUMMIT CAMPUS - Reynoldsburg, Ohio

Job Title:

Intervention Specialist (Mild/Moderate & Moderate/Intensive)

Reports To:

Building Administrator/ Director of Special Education

• 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).

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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 Moderate/Intensive disability categories.

• Differentiating instruction for a diverse range of complex learning and physical needs.
• Collaboration and multidisciplinary team participation.
• Data analysis and instructional decision‑making.

• Manage complex schedules and meet strict legal compliance deadlines.
• Adapt to various instructional settings including inclusion, resource, and specialized units.
• Maintain a student‑centered, inclusive environment that supports the whole child.