Title: High School Intervention Specialist/ED Unit

Department: Education

Building/Facility: High School

Reports to: School Principal and Secondary Exceptional Needs Administrator

Employment Status: Regular/Full-Time

FLSA Status: Exempt

Description: The High School Intervention Specialist plans, implements, and assesses individualized student intervention services.

Minimum - Valid state department of education license/certificate appropriate for the position.

Qualifications

• Adheres to the Licensure Code of Professional Conduct for Ohio Educators.
• Complies with drug-free workplace rules, board policies, and administrative guidelines/procedures.
• Embodies high ethical standards/integrity. Accepts personal responsibility for decisions/conduct.
• Exhibits consistent, resourceful decision-making skills. Interprets information accurately.
• Evaluates options thoroughly and develops reasonable solutions to resolve issues.
• Maintains a record free of criminal violations that would prohibit public school employment.
• Meets all mandated health screening requirements.

Essential Duties and Responsibilities

Instructional Planning

• When in an inclusive setting, collaboratively establish classroom schedule/routine & Grading policy with the general education (content-area) teachers and communicate when changes are made. The minutes for Specially Designed Instruction must be established in the classroom routine.
• Interpret the Evaluation Team Report, progress monitoring, state, district, and classroom assessment results, and use these results to establish goals for the Individualized Education Plan and other academic needs to ensure appropriate Specially Designed Instruction.
• Complete progress reports and send them to parents and legal guardians at the same time formal report cards are sent home.
• Share and Explain the Individualized Education Plan to general education (content area) teachers at the beginning of the school year and whenever it is updated/amended.
• Schedule Individualized Education Plan Meetings at the request of the Exceptional Needs Administrator
• When in an inclusive setting, review unit lesson plans (including assessments/projects) with the general education (content area) teacher in advance.
• Follow the district, board-approved curriculum guidelines, state standards, and the Ohio Department of Education Operating Standards for Special Education.
• Provide examples and/or explanations of how to implement accommodations and interventions to support general education (content area) teachers regarding special education.
• Help classroom teachers modify and provide accommodations for tests and assignments as needed; collaborate w/ general education (content area) teachers on Individualized Education Plans (e.g., grades, retakes of assignments, assessments, etc.).
• Student Instruction, Assessments, data collection, and progress monitoring.
• Plan and implement academic intervention plans that help students meet state academic content, performance standards and Individualized Education Plan (IEP) supports and services.
• Encourage a full range of intervention options and accommodations. Review intervention strategies with general education (content area) teachers, students, paraprofessionals as needed, and families.
• Reinforce concepts introduced in inclusive educational settings and teach students as scheduled.
• Maintain a thorough understanding of the subject material and create effective, engaging student learning experiences.
• Document teaching performance objectives. Use formal and informal assessment strategies to monitor and manage student learning.
• Provide specially designed instruction and interventions for students’ educational needs as written in the Individualized Education Plan which means adapting, as appropriate, to the needs of the eligible child, the content, methodology, or delivery of direct instruction.
• Alter/modify classroom materials, content, assessments, and assignments, and participates in the grading to best support the student with an Individualized Education Plan.
• Ensure that General Education Teachers (content-area teachers) and Testing Coordinators know and understand the necessary accommodations/modifications (as specified in the individualized Education Plan) for Classroom, District, and State Testing and proctor/aid with the implementation of these accommodations as needed or directed.
• Progress Monitor Individualized Education learning goals for each student as specified on the Individualized Education Plan.
• Schedule and run individual/small group sessions for students.
• Observe and evaluate students’ performance, behavior, social development, and physical health.
• Differentiate instruction based on findings from formative and summative assessments.
• Maintain accurate, complete, and correct student records as required by laws, district policies, and administrative regulations.
• Administer standardized ability and achievement tests and interpret results to determine student strengths and areas of need.
• Prepare, administer, and grade tests and assignments to evaluate students’ progress as indicated in the Individualized Education Plan.
• Follow state and district guidelines, laws, and policies for special education.

Classroom Management

• Create an effective, safe, and caring learning environment.
• Ensure students follow all classroom and school rules and know the procedures for fire drills, shelter-in-place, and lockdowns.
• Establish and enforce rules for behavior and procedures for maintaining order among students.
• Use the principles of PBIS to set expectations and consequences across grade levels.

Communication

• Confer, meet or correspond with parents or guardians, other teachers, counselors, and administrators to resolve students’ behavioral and academic problems, discuss students’ progress, and determine priorities and resource needs.
• Communicate with parents/legal guardians of students regarding the student’s Individualized Education Plan and progress.
• Communicate with all Individualized Education Plan (IEP) Team Members the dates and times of IEP meetings and/or any other meeting as designated by the Exceptional Needs Administrator.
• Schedule and participate in conferences as needed throughout the year for students who are struggling.

Professional Development

• Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competencies.
• Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary programs.
• Establish a professional growth plan in collaboration with the administrator or his/her designee and meet to share updates on progress. Follow all state and district guidelines.
• Participate in grade-level professional learning meetings and activities.
• Participate in special education department meetings.
• Stay up to date with special education law and compliance.
• Uphold board policies and follow administrative procedures.

Other

• Ensure the safety of students, taking all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Demonstrates sound judgment, emotional stability, and a positive attitude and works and communicates well with others.
• Attend meetings (IEP, staff, content area, grade level, etc.) as required.
• Other duties as assigned by an administrator.

Competencies

Success in this position requires the following knowledge, skills, and abilities:

Knowledge

• Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
• Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
• Knowledge of Multi-Tiered System of Supports (MTSS) and implementation of interventions and diagnostic testing and screening.

Skills

• Skilled in selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
• Skilled in giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
• Skilled in managing one’s own time and the time of others.

Abilities

• Ability to communicate information and ideas in speaking so others will understand.
• Ability to create a safe and respectful classroom while maintaining high-interest levels in the classroom.
• Ability to tell when something is wrong or is likely to go wrong.
• Ability to adapt and respond to changing situations and environments, as well as the needs of each individual student.

Minimum Qualifications

Bachelor’s Degree in Education.

Valid Ohio teaching certification.

Proper certification in the designated subject area.

Physical Demands and Working Conditions

Regularly required to speak and hear.

Required to have the dexterity of hands and fingers.

Specific vision abilities required include close vision and the ability to adjust focus.

Required to sit or stand for extended periods of time.

Occasionally required to bend at the waist, kneel or crouch.

Occasionally asked to push, pull, lift, or carry under 25 pounds.

Occasional interaction among unruly children.

The physical demands described here are representative of those that must be met by an employee to

successfully perform the essential functions of this job. Reasonable accommodations will be made to enable individuals with disabilities to perform essential functions.

Terms of Employment

This job description summary does not imply that these are the only duties to be performed. This job description is subject to change in response to funding variables, emerging technologies, improved operating procedures, productivity factors, and unforeseen events.

The Teays Valley Local School District is an equal opportunity employer offering employment without regard to race, color, religion, sex, national origin, age, or disability.