Intervention Assistant - TPFA

Performance Academies•Columbus, OH

5d•Onsite

About The Position

The Intervention Assistant supports students with disabilities by providing individualized and small-group assistance to help them access the curriculum and develop essential skills. It is the responsibility of the Intervention Assistant to collaborate with team members, which include but are not limited to: the parent, classroom teacher(s), principal, related service providers, school psychologist, and regional director to ensure the individual needs of students are met.

Requirements

Bachelor’s Degree required
Valid and current Ohio Teaching License
Satisfactory completion of federal and state required criminal history checks
Stays current on and understands all federal and state special education policies and laws.
Experience with data analysis
Proficient in computer applications, including Google Docs, MS Office Suite, e-mail, and internet
Reliable, dependable, and trustworthy work ethic; a strong sense of integrity.
Strong ability to gather, analyze, and interpret student data to make sound educational decisions.
Ability to work in a diverse educational community setting and as part of a team.
Understand state testing as well as state teaching standards, including Common Core and Extended Standards.
Exhibit sound judgment while exhibiting flexibility regarding decision-making, daily challenges, and job duties.
Ability to manage and communicate with students that need more support with regulating their emotions
Ability to work well under pressure, and effectively prioritize and execute tasks to meet deadlines consistently.
Excellent written and oral communication skills.
Ability to be an active listener and critical thinker and make sound judgments.

Responsibilities

Provide high quality service delivery to all students with active IEPs, 504 Plans, and/or BIPs consistent with best practice in special education interventions, as well as school policies.
Will collaborate, push-in, and co-teach in the general education classroom as well as pull out for intervention services as indicated within the IEP to support both academics as well as behavior/social-emotional needs.
Complete and submit to Principal, intervention service logs and test preparation logs to accurately reflect services provided.
Provide high quality lesson plans, schedules of services, and other related information to Regional Director of Student Services, Principal, Assistant Principal, and/or Superintendent as required.
Advocate for students with special needs within the school and community.
Stay abreast of all pertinent state, federal, or local/school level updates as it relates to the education and treatment of students with disabilities.
Provide high quality baseline data, progress towards goals, classroom observations, and other related information to the Director of Student Services, Principal, Assistant Principal, and/or Superintendent as required.
Attend and participate in assigned caseload ETR or IEP meetings.
Follow all prescribed Superintendent, Principal, Special Education Director or Board policies faithfully.
Other duties as assigned by Superintendent, Principal, Assistant Principal, Special Education Director, or management staff.
Communicate regularly with parents and/or guardians, regarding students' progress via phone call, text, or dragon gram.
Include parent/guardians in meetings; schedule meetings two weeks in advance; document attempts to gain parent participation in all meetings.
Work to the fullest extent possible to always include parents or guardians in all educational decision -making pertaining to their child; ensure they are active participants in the IAT and IEP processes.
Create a network of support for students by treating all students and families with respect at all times and actively working with parents/guardians to coordinate home and school connections.
Read and understand all policies outlined in staff handbook and student handbook/code of conduct
Refrain from discussing student or parent issues with staff members outside of IAT meetings, except as needed to ensure educational efficacy of student; never discuss student or parent issues with other parents or the public; this also includes other professionals, including doctors, psychologists, attorneys, dentists, social workers, or anyone without explicit written, parent consent.
Keep all student identifying information confidential at all times and all parent and student correspondences and communications confidential at all times.
Report any and all cases of suspected child abuse or neglect immediately to Principal, Assistant Principal, and/or Superintendent, before contacting Children’s Services or local law enforcement.