Intervention Specialist - TPFA

Performance Academies•Dayton, OH

2d•Onsite

About The Position

The Intervention Specialist ensures that students receiving special education services are provided the appropriate academic, social, and behavior support. It is the responsibility of the Intervention Specialist 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 Special Education 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.
Dexterity to operate a computer keyboard, mouse, and to handle other computer and other technology related components
Report to the school no later than 7:30 AM and remain at school until 4:30 PM.
Follow the required school dress code for building staff.
Attend all required staff meetings, TBT meetings, Safe Schools trainings, parent/teacher conferences, in-services and professional development days.

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.
Collaborate with general education teacher(s) on supporting students with disabilities in the general education setting by providing appropriate co-teaching instruction.
Provide a copy of each student’s IEP at a glance to the general education teacher. Review the classroom accommodations and supports, as outlined in the IEP, 504 Plan, and/or BIP to ensure that accommodations are being appropriately implemented. Report to the Principal, Special Education Director, or Superintendent immediately if they are not.
Determine the appropriate testing accommodations for all students with active IEPs or 504 Plans based on data presented and input from School Psychologist, Regional Director, related service providers, and classroom teacher. Implement such accommodations for all state mandated tests and ensure that classroom teachers implement such accommodations regularly.
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.
In conjunction with Regional Director and School Psychologist, write high quality IEPs, FBAs, BIPs, ETRs, 504 Plans, and IAT reports, consistent with state, federal, Performance Academies, School Sponsor, and ODE guidelines.
Obtain all required signatures on all Special Education documents within given deadlines and provide completed documents to parents and team members.
Maintain electronic special education files, including all required signatures and dates – this includes, but is not necessarily limited to IAT reports, ETR’s, IEP’s, 504 Plans, Medicaid Consent and Evaluation Consent Forms, PR-01s, and Parent Meeting Invitations.
Implement a progress monitoring system for students’ IEP goals and objectives in order to write and send home high quality progress reports, for all students with active IEP’s and/or BIP’s according to given deadlines.
Actively and professionally manage all student referrals, active IEPs, IEP meetings, IAT meetings, MFEs. Follow up on all deadlines, procedures and policies pertaining to re-evaluations and review IEPs, BIPs, or 504 Plans.
Keep and maintain student assessment data, behavioral reports, work samples, curriculum based measures, medical information, psychologist reports, speech reports, medication information, behavioral observations, parent correspondences, former school reports, grades, achievement test results, IQ test results, interim reports and progress reports, etc.
Include speech therapists, occupational therapists, or other appropriate professionals routinely in IAT/IEP meetings and educational decision making as appropriate or necessary; collaborate with speech therapists, occupational therapists, or other professionals as appropriate or necessary in the writing of IEP’s, BIP’s, ETR’s, and other similar documents.
Review, in coordination with School psychologist and Regional Director, all special education paperwork for newly enrolled students with disabilities to determine if incoming documents are able to be adopted. Provide FAPE to students with disabilities until all paperwork is received.
Implement the State of Ohio Model Policies and Practices for Students with Disabilities to the fullest extent possible.
Follow all prescribed Superintendent, Principal, and 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.
Respect all team members’ input, including parent(s)/guardian(s), classroom teacher(s), related service providers, Intervention Specialist, Regional Director, and student as appropriate, in matters related to student’s progress, determination of eligibility, and implementation of IEP.
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.
Maintain annual test proctor certification and administer standardized testing instruments (including Alternate Assessment) to applicable students
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.