Purpose:

• The intervention specialist is responsible for all aspects of Special Education services and compliance and may provide additional intervention to students not identified for Special Education services as needed.
• The Intervention Specialist must be knowledgeable and proactively stay up to date on all laws pertaining to special education, including but not limited to IDEA. The Intervention Specialist is required to adhere to all regulations outlined in Operating Standards for Ohio Educational Agencies Serving Children with Disabilities.

Responsibilities:

• Insure that all students identified with a disability are given the same learning opportunities as non-disabled students;
• Work closely with the classroom teacher in making sure that student needs are met, IEP goals are taught and IEP provisions are followed;
• Plan and deliver instruction to identified students in the classroom or intervention room, in small group or 1-on-1 as needed to help students meet IEP goals;
• Allot time with each student based on IEP’s Specifically Defined Services and learning goals;
• Make recommendations to teachers on ways to best meet the needs of students;
• Proactively communicate with Principal if students are not making the expected progress;
• Develop behavior plans for students whose behavior interferes with their or others’ learning and monitor progress;
• Assist with designing intervention and monitoring response to intervention for students who are struggling, but not identified for special education services;
• Meet compliance deadlines for IEP’s and ETR’s;
• Maintain and update school Special Education Planning file as meetings take place;
• Be knowledgeable of Special Education Forms as they relate to compliance and make sure all documents are completed and have the required signatures in a timely manner, including but not limited to:
• Pr – 01 Prior Written Notice to Parents
• Pr – 02 Parent Invitation
• PR– 03 Manifestation Determination Review
• Pr – 04 Referral for Evaluation
• Pr – 05 Parent Consent for Evaluation
• Pr – 06 Evaluation Team Report (ETR)
• Pr – 07 Individual Education Plan (IEP)
• Pr – 09 Services Plan
• Work with Speech and Language Teacher to make sure the speech only IEP’s are in compliance;
• Be a member of Speech Only IEP team meetings;
• Contact psychologist for evaluations;
• Make sure that teachers fill out required paperwork needed for Psychologist o Review Psychologist’s evaluations for accuracy;
• Brings forward any issues with the Psychologist’s evaluation for clarification
• Write IEP’s;
• Gather information from the classroom teacher to write specific measurable IEP goals;
• Review the IEP draft with the Classroom Teacher(s) and Principal before the team meeting;
• Use school selected software to write IEPs;
• Organize and conduct team meetings for IEPs and ETRs;
• Make any changes to IEPs based on team decisions;
• Obtain signatures at team meeting and provide final copy to parent;
• Maintain Special Education Files;
• Maintain sign out log for all Special Education files;
• Update Special Education Files as needed;
• Complete Progress Reports;
• Create IEP progress report template with updated goals following any IEP meeting in which goals were revised;
• Work with classroom teacher to monitor goals and update the progress report each semester;
• Make sure all dates are in compliance with deadlines specified by law;
• Complete all Special Education EMIS required reporting;
• Update Section 504 plans yearly;
• Meet with parents to revise 504 plans;
• Facilitate Testing Accommodations during State testing. Evaluation of Intervention;
• Establish effective working relationship with the students’ families to facilitate progress toward IEP goals;
• Maintains student confidentiality; and
• Perform other duties, as deemed appropriate, by the Principal or Management Company.

• Current Mild to Moderate Intervention Specialist Licensure in Ohio;
• Strong communication skills and ability to work collaboratively with teachers/ staff/community;
• Demonstrated successful teaching experience preferred in an urban education setting;
• Excellent oral and written communication skills;
• Effective organizational skills with the ability to perform multiple tasks;
• Ability to meet established deadlines.