Specialized Intervention Specialist: Cross-Categorical (CCLC)

Specialized Intervention Specialist:
Cross-Categorical (CCLC) Job Description

Job Title:

Intervention Specialist (Mild/Moderate & Moderate/Intensive)

Reports To:

Building Administrator / Director of Special Education

Job Code Number:

Department:
Department of Diverse Learners & Whole Child Supports

Last Updated:
February 2026

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, Multiple Disabilities, 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:

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

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

• Provide high‑structure instruction in specialized settings, including Autism, Multiple Disabilities, and Specialized Behavioral units.
• Teach essential functional life skills such as communication, self‑care, and vocational readiness.
• Implement behavioral regulation strategies and evidence‑based interventions for students with significant social, emotional, and behavioral needs.
• Collaborate with school psychologists, general education teachers, related service providers, and support staff to promote inclusive practices and whole‑child development.
• Communicate effectively and regularly with families regarding student progress, goals, and transitions.
• Direct and mentor classroom instructional assistants and paraprofessionals to ensure effective delivery of services.
• Ensure the safety and dignity of students during transitions, personal care, and behavioral crises, maintaining accurate documentation and confidentiality.
• Engage in structured, year‑long professional development, 1:1 coaching, and utilize Model Classroom resources to ensure instructional excellence.