Licking Heights Board of Education

Job Description

 

POSITION: Intervention Specialist

 

RESPONSIBLE TO: Building Principal

 

INTRODUCTION:

 

At Licking Heights Local Schools, our commitment to student success drives everything we do. We believe in providing equitable, personalized learning experiences focused on building character skills and achieving academic excellence. Our comprehensive framework, addressing milestones from kindergarten readiness to college and career competencies, ensures that every student thrives academically, socially, and emotionally. We are dedicated to creating a positive school culture where students can explore their talents through extracurricular activities, fostering well-rounded and socially responsible citizens.

 

To be successful at Licking Heights Local Schools, staff members must embody a range of skills, including:

• Passion for education and student well-being.
• Effective mentoring and guidance for students.
• Strong communication and collaboration skills.
• Continuous learning and professional development.
• Forward-thinking planning and strategic decision-making.
• Openness to two-way communication and community engagement.

We are dedicated to supporting our staff through comprehensive induction, providing ongoing professional development aligned with our district’s vision, and creating a safe and empowering school environment where every individual can flourish. Join us in our mission to provide an exceptional education experience that prepares students for success in school, career, and life.

 

JOB GOAL: To participate as a member of the instructional team and to direct learning

activities of students in the attainment of subject, school and system objectives.

 

MINIMUM QUALIFICATIONS:

• Bachelor’s degree in education from an accredited college or university or equivalent
• Holds/maintains required ODEW credentials, Mild-Moderate/Moderate-Severe License
• Acts according to the Licensure Code of Professional Conduct for Ohio Educators
• Embrace high-performance standards (e.g., engagement, proficiency, resilience, etc.)
• Maintain a record free of criminal violations that prohibit public school employment
• Active Listening, Collaboration with stakeholders, creative problem solving, and good time management skills
• PK teacher requires dual licensure for Special Education requirements: Intervention Specialist & PK-3.

 

PERFORMANCE RESPONSIBILITIES:

• Develop and manage individualized learning strategies for students with disabilities and document student progress to gauge the efficacy of interventions.
• Advances academic performance using behavior modification, guided instruction, and peer group accountability.
• Aligns teaching strategies with the learning styles of students. Implements evidence-based instructional strategies that produce quantifiable benefits within well-defined time frames.
• Assists with Functional Behavioral Assessments (FBA). Develops Behavioral Intervention Plans (BIP) that target and change undesirable behaviors.
• Develops lesson plans consistent with state learning standards and district curriculum goals.
• Ensures student lists, lesson plans, and teaching materials are readily available for substitutes.
• Helps students acquire appropriate functional skills (e.g., communication, self-regulation, socialization, etc.)
• Helps students develop educational goals that are specific, measurable, achievable, relevant, and time-based (SMART) and monitors progress towards the goals.
• Implements developmentally and cognitively appropriate extensions of classroom instruction. (e.g., environmental and instructional accommodations, push-in/pull-out support, etc.)
• Maintains effective document and records management systems. Prepares timely files. Monitors reporting deadlines. Complies with district records retention and disposal policies.
• Participates in the Evaluation Team Report (ETR) process and parent/student conferences.
• Prepares and implements legally compliant Individualized Education Programs (IEPs). Identifies current levels of performance, short-term objectives, annual goals, service duration, evaluation procedures, etc. within the timelines outlined by ODEW.
• Proctors mandated testing activities. Upholds test security procedures.
• Provides a highly structured learning environment.
• Provides leadership for the advancement of best practices and academic standards. Implements initiatives that support continuous improvement in student participation and achievement.
• Schedules regular meetings to address concerns related to caseload responsibilities.
• Uses comprehensive assessments to obtain objective student data. Plans services relevant to needs. Supports student access to inclusive educational opportunities.
• Uses formative and summative assessments to track student progress. Provides timely feedback.
• Uses plain language to explain to families and staff the objectives of Individualized Educational Plans (IEP) and Specially Designed Instruction (SDI).
• Develops mutually respectful relationships with co-workers. Functions as part of a cohesive team.
• May oversee and direct paraprofessionals
• Attends to the personal needs of students, as needed.
• Helps ensure the accuracy and privacy of confidential information.
• Maintains a professional appearance. Wears work attire appropriate for the position.
• Sustains an acceptable attendance record. Consistently complies with established work schedules.

WORK ENVIRONMENT CHARACTERISTIC CONDITIONS:

 

The work environment characteristics, described here, are not listed in order of importance, and are representative of those an employee encounters while completing the duties and responsibilities of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the responsibilities. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.

• Frequent work that may extend beyond the normal workday
• Occasional exposure to blood, bodily fluids and tissue
• Occasional operation of a vehicle under inclement weather conditions
• Occasional interaction among unruly children/adults
• Exposure to loud noises
• Many situations that require hand motion, e.g., computer keyboard, typing and writing
• Consistent requirements to sit, stand, walk, hear, see, read and speak, reach, stretch with hands and arms, crouch, kneel and climb and stoop
• Consistent requirements to lift, carry, push and pull various supplies and/or equipment up to a maximum of 50 pounds

 

EVALUATION: Performance of these duties will be evaluated by the building administrator, as assigned by the superintendent.

 

REVISED:

September 12. 2024

October 15, 2024