Intervention Specialist - Sidney, United States - Ohio Department of Education

Description

SIDNEY CITY SCHOOL DISTRICT

JOB DESCRIPTION

INTERVENTION SPECIALIST

Reports to:
Principal


Job Objectives:
Provides individual and/or small group instruction for assigned students. Works with colleagues to ensure the provision of all services mandated by State and Federal law. Provides guidance and support to help students mature and make appropriate choices. Helps students pursue their academic and vocational goals. Actively encourages parental involvement.


Minimum Qualifications:

• Holds a valid State of Ohio teacher certificate/license appropriate for the assignment.
• Meets all mandated health requirements.
• Provides documented evidence of a clear criminal record.
• Teaching experience in Special Education, or related field working directly with students with low incidence disabilities such as Autism, Multiple Disabilities, Intellectual Disabilities, etc. preferred.
• Experience working with school personnel, parents, and students to strive for a comprehensive and inclusive learning environment with positive outcomes preferred.

Responsibilities and Essential Functions:
The following skills and duties are representative of performance expectations. A reasonable

accommodation may be made to enable a qualified individual with a disability to perform essential

functions.

• Design and/or select appropriate materials according to students' ability level aligned to Ohio Learning Standards-Extended.
• Instructs students in a variety of activities in individual and group settings (e.g. academic subjects, social skills, daily living skills, etc.) for the purpose of meeting IEP goals.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
• Supports an inclusive educational environment. Provides opportunities for students with disabilities to participate in appropriate peer group activities.
• The ability to work cooperatively and demonstrate effective interpersonal relationships with paras, professionals, community agencies, and other groups.
• Provide in-class support and modeling to teachers and paraprofessionals while promoting progress towards independence and self-determination for all students.
• Adapts and provides accommodations and modifications of classroom activities; assignments and/or materials for the purpose of providing an opportunity for special education students to actively participate in classroom activities.
• Collaborate with related service personnel and teachers with implementation of low and high tech assistive technology and augmentative communication devices in the classroom to meet both class-wide and individual student needs.
• Frequently assists students, when necessary, with medical and/or nursing designated procedures (e.g. tube feeding, tracheotomy suctioning, toileting, brief changing, seizure protocol, etc.) as well as addressing personal care needs (e.g. hand washing, nutritional, etc.) and for the purpose of providing appropriate care for medically fragile students. Learns to operate personal assistive devices. Ensures that prescribed procedural guidelines are followed as trained by a licensed health care professional.
• Frequently implements behavioral plans for students as designed by the IEP team for the purpose of assisting in meeting special education students' needs and providing a consistent environment.
• Prepares and carries out behavior modification plans that help students achieve performance objectives. Clarifies expectations. Identifies privileges and consequences. Charts behavior when required. Firmly confronts undesirable behavior calmly and fairly. Rewards responsible actions.
• Prepares the classroom at the beginning of the year. Retrieves required books and supplies.
• Collects, organizes, and prepares required materials to carry out individualized educational programs (IEP).
• Safeguarding confidential information and observing confidentiality requirements.
• Teach assigned students as scheduled. Creates effective learning experiences. Ensures that the learning process aligns with state standards and the district's written, implemented, and assessed curricula.
• Complies with the state model policies and procedures for the education of children with disabilities. Collaborates with staff to ensure that services are provided in the least restrictive educational environment.
• Helps parents and students understand academic and behavioral objectives.
• Strives to develop rapport with students, staff, parents, and the public. Responds to requests and complaints promptly and tactfully. Is receptive to constructive suggestions. Respects the personal confidences and privacy needs of individuals.
• Communicates high expectations for students. Shows an active interest in progress.
• Develops and maintains a positive learning environment that stimulates student learning and progress towards academic and IEP goals.
• Determines the educational needs of students based on all available sources (e.g., evaluation team reports, student records, teacher synopses, intervention-based assessments, etc.).
• Prepares written daily lesson plans. Varies instructional techniques to address individual learning styles and needs.
• Develops and implements effective classroom management procedures.
• Helps communicate school rules to students. Maintains high standards for student conduct. Upholds the student conduct code according to district policy. Protects the due process rights of students.
• Requisitions essential supplies and equipment necessary to carry out the educational program.
• Seeks and uses community resources that enhance educational activities (e.g., parent volunteers, service groups, organizations, businesses, etc.).
• Incorporates the effective use of available technology and media resources in the classroom. Closely monitors student use of E-mail and the Internet.
• Provides pre-vocational and career information. Helps students develop positive work behaviors and competitive skills.
• Helps students develop critical-thinking and problem-solving skills.
• Serves as a resource for students seeking additional information or trying to improve skills.
• Organizes and maintains complete and accurate records, reports, and inventories, as required by law, district policy, or administrative directive. Submits all reports on time. Protects the confidentiality of privileged information.
• Complies with district procedures to account for the collection of student fees.
• Evaluates and documents student progress. Shares information with team members as needed to support educational and/or behavioral goals.
• Provides periodic student goal progress reports to parents.
• Makes reasonable provisions to be available to parents for consultations when requested (e.g., telephone calls, conferences, etc.).
• Recommends classroom modifications, teaching techniques, instructional materials, behavioral modification strategies, and/or adaptive equipment that will enhance the educational process.
• Supports student progress with appropriate emotional development and interpersonal relationships. Counsels students to help change attitudes and behaviors (e.g., positive outlooks, dependability, cooperation, active participation, accountability, consistent attendance, punctuality, etc.).
• Consults with district and designated staff as needed to address student concerns (e.g., excessive absences, at-risk behavior, mental/physical health, family/peer relations, etc.).
• Reports evidence of suspected child abuse as required by law.
• Supports the efforts of guidance counselors, speech/language pathologists, school psychologists, and other program support specialists.
• Seeks assistance as needed to identify environmental and instructional modifications that support the attainment of educational goals for students.
• Provides accommodation when necessary to promote student (e.g., read aloud, scribing, providing extended time, etc.).
• Participates in periodic reevaluations and IEP annual review meetings.
• Makes recommendations concerning the placement of students for the next year.
• Provides close supervision and takes reasonable precautions to ensure student safety. Does not leave students unsupervised.
• Shares in the responsibility for authorized committee work and school activities.
• Encourages parent organizations and supports student activities as time permits.
• Promotes the proper use and care of school property. Keeps track of school supplies and equipment assigned to students.
• Stores supplies and equipment at the end of the school year.
• Participates in staff meetings and in-service training.
• Pursues personal goals to improve future performance. Reviews literature and participates in a variety of activities to keep current with promising research and effective instructional strategies. Maintains licensure requirements.
• Serves as a role model for students. Demonstrates personal integrity, responsibility, impartiality, respect, and courtesy.
• Performs other specific job-related duties as directed.

Abilities Required:

• Demonstrates professionalism and exemplary personal conduct
• Demonstrates subject matter competence and teaching proficiency.
• Displays enthusiasm for education and the teaching profession.
• Skillfully manages individual, group, and organizational interactions.
• Uses interpersonal skills to promote a favorable image of the school district.
• Expresses ideas effectively using verbal, nonverbal, and writing skills.
• Organizes and manages time effectively. Reacts productively to interruptions and changing conditions.
• Intervenes to avert problem situations and resolve conflicts.
• Lifts, carries, and/or moves classroom supplies and equipment.
• Helps students take full advantage of the learning environment (e.g., access and proximity to activities, use of adaptive equipment, etc.).
• Performs activities that may require stooping, kneeling, and/or crouching.
• Maintains an acceptable attendance record and is punctual.
• Travels to meetings and work assignments.

Supervisory Responsibility:

Under the direction of the principal: schedules meaningful work assignments, provides instructions, and communicates expectations to assigned aides, student teachers, and volunteers.

Working Conditions:

Exposure to the following conditions may range from remote to frequent based on circumstances and factors that may not be predictable.

• Potential for exposure to blood borne pathogens and communicable diseases.
• Duties may require dispensing medications and exposure to personal hygiene

* products, cleaning solvents, and chemical vapors.

• Duties may require wearing protective clothing and/or safety equipment.
• Interaction with disruptive and/or unruly individuals.
• Exposure to student commotion.
• Duties may require operating and/or riding in a vehicle.
• Duties may require considerable telephone contact and paperwork.
• Duties may require working under time constraints to meet deadlines.
• Duties may require working during the evening and/or weekend.

Performance Evaluation:
Job performance is evaluated according to the policy provisions adopted by the Sidney City School District Board of Education.

The Sidney City School District Board of Education is an equal opportunity employer offering employment without regard to race, color, religion, sex, national origin, age, or disability.

The board requires that employees comply with the statutory responsibilities cited in the Ohio Revised Code, the rules and regulations of the Ohio Department of Education, and all local and Federal mandates.

This job description does not imply that these are the only duties and responsibilities to be performed.

This job description is subject to change in response to funding variables, emerging technologies, improved operating procedures, productivity factors, and unforeseen events.