SY 26-27 Intervention Specialist- Specialized Learning Classroom (cross-categorical)

KIPP•Columbus, OH

5d•Onsite

About The Position

KIPP Columbus is seeking a highly qualified Special Educator with a proven record of instructional excellence and a commitment to exceeding student expectations. The KIPP team is dedicated to anti-racist leadership and instruction, aiming to deliver effective, rigorous content that yields high-quality results and deep student understanding. The Diverse Learning Team provides essential services to students with disabilities, with educators delivering specially designed instruction in small groups to students on their caseloads while also teaching content-specific materials. The SLC (CC) Intervention Specialist will teach core curriculum and social-emotional learning to students with low-incidence disabilities in a small group setting, aligned with state standards, and supported by a paraprofessional.

Requirements

Bachelor’s Degree from an accredited four-year college or university.
Current Ohio Special Education Intervention Specialist License or willingness and ability to pursue certification by start date by using one of 3 pathways: Traditional, Alternative, or Supplemental.
Ability to demonstrate content knowledge in all core academic subjects.
Belief that outstanding school leaders, staff, and teachers can achieve excellent outcomes for all students.
Ability to persevere with a sense of optimism, strong problem solving skills, and desire to learn and grow in a collaborative professional learning community.
Willingness, and commitment, to go above and beyond to prove the possible with students.
Ability to multi-task and work within an ambiguous, fast-moving, start-up environment, while driving toward clarity and solutions.
Excellent written and oral communication skills.
Extreme flexibility, with a strong work ethic and an entrepreneurial spirit to accommodate high levels of responsibility and multiple priorities.
Model the values of KIPP Columbus (Imagine, Navigate, Seek, Persevere, Integrity, Responsibility, and Empathy).

Nice To Haves

Prior teaching experience preferred, but not required.
Experience using Ohio’s Extended Learning Standards.
Experience collaborating with a paraprofessional.
Experience with participating in ETR meetings and writing ETR part 1.
Experience with writing IEPs, progress monitoring, progress reporting & data collection.
Experience using SameGoal to create special education documents.

Responsibilities

Implement individualized education programs (IEPs) for students with low-incidence disabilities.
Adapt and modify curriculum to support students with diverse disabilities in general and special education settings.
Provide small-group or one-on-one instruction to address students' unique learning needs.
Differentiate instruction and modify curriculum to meet students' unique learning needs.
Use Universal Design for Learning (UDL) strategies to accommodate different learning styles.
Assist each student in working toward independence, promoting self-advocacy and life skills essential for success beyond the classroom.
Serve as a liaison between students, teachers, families, and related service providers.
Ensure students receive appropriate accommodations and modifications.
Participate in multidisciplinary team meetings, including IEP and MTSS (Multi-Tiered System of Supports) meetings.
Implement behavioral intervention plans (BIPs) and positive behavior supports.
Utilize de-escalation techniques and crisis intervention strategies.
Assess students' academic and behavioral progress using formal and informal assessments.
Maintain documentation and progress reports for IEPs.
Adjust instructional strategies based on data-driven decision-making.
Adhere to the Operating Standards for Ohio’s Schools Serving Children with Disabilities, ensuring proper placement, instruction, and evaluation of students with disabilities.
Ensure adherence to federal and state special education laws.
Ensure adherence to board policies and district procedures.
Stay updated on best practices in inclusive education through ongoing training.
Actively involve parents and colleagues as learning partners, fostering a collaborative approach to student development.