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Special Education Intervention Specialist

Reynoldsburg City Schools
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Job Title: Special Education Intervention Specialist (K-12)

Unit/Assignment: BFILC, MDILC, ILC, CCLC, Autism

 

Reports To: Building Principal

Job Code Number: *

Contract Length: 184 Days

Department: Special Education

Last Updated: January 2026

 

Reynoldsburg City Schools is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. At Reynoldsburg, our educators embody the principles outlined in Our Portrait of an Educator, inspiring students to innovate, collaborate, and excel. For more information, visit https://www.reyn.org/about-rcs/mission-vision-values.

Primary Job Function

The Reynoldsburg City Schools’ Intervention Specialist is responsible for providing highly specialized instruction and advocacy for students with diverse learning and behavioral needs. This role focuses on the design and implementation of Individualized Education Programs (IEPs) within specialized units (Autism, MD, ILC, etc.), ensuring students have access to the general education curriculum or extended standards through intensive modification, scaffolding, and research-based interventions.

Minimum Qualifications

  • Valid Ohio Teaching License: Intervention Specialist (Mild/Moderate).
  • Proper endorsements as required by the Ohio Department of Education and Workforce (ODEW) for the assigned grade levels.
  • Demonstrated knowledge of Federal (IDEA) and State (Operating Standards for Ohio Educational Agencies serving Children with Disabilities) laws.

Preferred Qualifications

  • Intervention Specialist (Moderate/Intensive) licensure or significant experience in an MD, ILC, or Autism specific setting.
  • Specialized training in Applied Behavior Analysis (ABA), TEACCH, or similar evidence-based practices for Autism and complex disabilities.
  • Experience in conducting Functional Behavioral Assessments (FBA) and drafting data-driven Behavior Intervention Plans (BIP).
  • Proficiency in using IEP management software (e.g., SameGoal) and data-tracking tools for progress monitoring.

Essential Duties and Responsibilities

Primary functions may include the following duties, responsibilities, skills, abilities, and other characteristics. This list of tasks is ILLUSTRATIVE ONLY and is not intended to be a comprehensive listing of tasks performed by all positions within this classification.

 

OTES Standards & Instructional Responsibilities

  • Focus for Learning: Identifies high expectations for every student; develops measurable IEP goals and objectives aligned with Ohio Learning Standards or Extended Standards.
  • Knowledge of Students: Utilizes data from Evaluation Team Reports (ETR) and ongoing assessments to understand students' cognitive, social-emotional, and physical needs.
  • Lesson Delivery: Employs research-based instructional strategies (e.g., multi-sensory instruction, task analysis) and differentiates content, process, and product to ensure student growth.
  • Classroom Environment: Establishes a student-centered environment that is safe, inclusive, and utilizes visual supports and structured teaching methods.
  • Assessment of Student Learning: Regularly monitors student progress toward mastery of instructional goals; collects and analyzes rigorous data to drive instructional adjustments.
  • Professional Responsibility: Actively participates in Teacher-Based Teams (TBTs) and PLCs to collaborate on student success and district initiatives.

Special Education Compliance & Leadership

  • Data & Documentation: Provides comprehensive data for ETRs and maintains meticulous documentation for progress monitoring, ensuring all federal and state timelines are met.
  • Behavioral Support: Leads the development of FBAs and BIPs; implements Positive Behavioral Interventions and Supports (PBIS) and uses de-escalation techniques with fidelity.
  • MTSS Participation: Serves as a specialist member of the building’s Multi-Tiered System of Supports (MTSS) team to consult on intensive intervention strategies.
  • Multidisciplinary Collaboration: Coordinates with parents, Related Service Providers (OT, PT, SLP), and outside agencies to ensure a holistic approach to the student's education.

Professional Duties

  • Prepares and implements lesson plans that utilize content scope and sequence tailored to individual student abilities.
  • Follows all district grading policies and maintains accurate, complete student records including transition plans for age-appropriate students.
  • Adheres to strict confidentiality procedures (FERPA/HIPAA) regarding student records and family information.

Knowledge, Skills and Abilities

Knowledge of:

  • Federal and state mandates (IDEA/Ohio Revised Code) for special education.
  • Research-based interventions for literacy, numeracy, and executive functioning.
  • Specialized instructional technology and augmentative/alternative communication (AAC) devices.

Skilled in:

  • Drafting legally defensible IEPs, Progress Reports, and Prior Written Notices (PR-01).
  • Analyzing complex behavioral data to determine the function of behavior.
  • Collaborative co-teaching and directing the work of Educational Assistants/Paraprofessionals.

Ability to:

  • Differentiate instruction across a wide spectrum of cognitive and physical abilities.
  • Build empathetic, professional relationships with families from diverse backgrounds.
  • Maintain composure and professionalism during high-stress behavioral crises.

Physical Demands & Working Conditions

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions in keeping with law.

 

Physical Demands – While performing the duties of this job, the employee is regularly required to communicate with others. The employee is required to sit or stand and move around for extended periods. The employee must be able to push, pull, lift and carry over 25 pounds on occasion. Position may require assisting students with mobility, self-care, or toileting needs.

Working Conditions – The employee may experience occasional exposure to blood, bodily fluids and tissue. The employee may be required to interact with students who exhibit significant behavioral challenges, including physical aggression. Professional collaboration and preparation may extend beyond core instructional hours.

Driving Requirement – This position may require driving to various school sites or events. This position may require driving between school buildings within the district.

 

This job description is subject to change and in no manner states or implies that these are the only duties and responsibilities to be performed by the employee. The employee will be required to follow the instructions and perform the duties required by the employee’s supervisor and or appointing authority.