Licensed Intervention Specialist

The Golden Key Center for Exceptional Children is seeking Ohio Licensed Intervention Specialist. The Intervention Specialist are assigned a case load to support the self-contained special education classrooms for students in kindergarten through eighth-grade. Students are primarily those on the autism spectrum and/or other similar cognitive disabilities. At times an Intervention Specialist can also lead a classroom and maintain that caseload as an Intervention Specialist. The Golden Key is a non-profit, specialized Non-Public Charter School.  

Summary

The Intervention Specialist provides and oversee the educational programs for students in Specialized Services at the Center. Another key role of the Intervention Specialist is providing advice to teachers, administrators and support staff on the students educational behavioral and social functioning. Intervention Specialist comply with local, state and national standards.

This position reports directly to the Administration Staff.

Minimum Qualifications

• Holds/maintains required Ohio Department of Education credentials.
• Program leadership skills verified by training and/or work experience.
• Ability to develop and implement program improvements based on evaluated data and research-based best practices.
• Ability to analyze and present complex information in easy-to-understand formats.
• Displays flexibility, reliability, self-discipline and a willingness to take on challenging tasks.
• Effective communication, problem-solving and time management skills.
• Embodies high ethical standards/integrity. Accepts responsibility for personal decisions/conduct.
• Maintains a record free of criminal violations that would prohibit non-public charter school employment.
• Participate (and pass where applicable) in all required training, including but not limited to: Blood-borne Pathogens, AEGIS De-escalation Trained, Educator Ethics, etc.
• Adhere to The Golden Key Center for Exceptional Children’s Board of Director’s policies/administrative guidelines/staff handbook, policies of the assigned district/worksite, and the to the Licensure Code of Professional Conduct for Educators

Essential Functions

• Works closely with other service providers to support unified classroom lessons.
• Implements strategies to improve family involvement and support for program activities.
• Prepares instructional materials. Teaches assigned students and subject matters as scheduled.
• Develops and implements lesson plans aligned with state standards and district curriculum goals.
• Evaluates student academic needs and learning styles.
• Differentiates instructional techniques to effectively advance student learning beyond IEP goals for developmental growth.
• Facilitates the integration of new technology in all areas of the curriculum.
• Uses formal and informal assessment strategies to monitor student progress.
• Uses a data-driven approach to analyze assessments. Provides effective feedback to students.
• Identifies alternative approaches/accommodations as needed (e.g., differentiated curricula, equipment adaptations, extended time, study guides, reading/transcribing assistance, etc.).
• Collaboratively resolves problems that impede student learning. Helps develop and implement evidence-based interventions that produce tangible benefits within defined time-frames.
• Conducts academic assessments Evaluation Team Reports (ETR) as requested.
• Participates in Individualized Education Program (IEP) meetings. Prepares draft and final IEPs.
• Prepares and transmits legally compliant special education documents by required deadlines.
• Participates in functional behavior assessment meetings.
• Collaborates with all team members to create behavior plans and manages all data associated with plans.
• Observes student demeanor. Investigates/reports atypical behavior.
• Helps students make appropriate choices and grow academically. Promotes creativity, critical-thinking, cultural awareness, democratic values, empathy, ethical conduct and self-reliance skills.
• Follows The Golden Key’s feeding protocols and philosophy.
• Evaluates student achievement/performance. Prepares progress reports.
• Collects and substantiates data on IEP goals/objectives as required.
• Regularly communicates academic, behavioral and social-emotional related matters to parents.
• Proctors state and district testing activities. Upholds mandated security procedures.
• Identifies alternative assessment methods when warranted.
• Ensures student lists and teaching materials are readily available for substitutes.
• Acts as a substitute in times of absence of general education teachers
• Ensure that students are supervised in a manner appropriate for their age and disability and based on the students’ IEP.
• Provide direction and training to para-professionals, aides and teaching assistants in the classroom setting.
• Facilitate Transition Plans as students transfer to other programs.
• Collaborate with each student’s team including but not limited to contracted therapists, parents, outside agencies, etc.
• Willingness to assist with diapering, self-care, feeding, behavior needs and/or basic academic tasks.
• Perform other specific duties as assigned.

Education and Experience
• Licensed certification as an Intervention Specialist in State of Ohio.
• A minimum of a Bachelor’s Degree (B.A.) as an Intervention Specialist
• Preferred Autism Education studies; all levels.

Key Competencies

• Excellent communication skills and the ability to organize team members and implement the organization’s policies. Language skills to effectively present information in one-on-one and small and large group situations to staff, clients, or outside inquiries.
• Shows the ability to create and maintain a safe, orderly environment that is conducive to learning
• Great arbitration and organizational skills are also necessary for satisfactory performance.
• Demonstrates the ability to make appropriate recommendations to teachers based upon collected data.
• Demonstrates a patience for working with students with exceptionalities.
• Maintain the professional licensing as dictated for specific positions under state agencies
• A demonstrated commitment to high professional ethical standards and a diverse workplace
• High comfort level working in a diverse environment
• Ability to follow instructions, respond to management direction, take responsibility for own actions, keep commitments. Commits to extended hours of work when necessary, completes tasks on time or notifies appropriate person with an alternate plan
• Observes safety and security procedures. Determines appropriate actions beyond guidelines. Reports unsafe conditions, uses equipment and materials properly.
• Maintain respect at all times for confidential information, e.g., student grades or health concerns.
• Promote good public relations by personal appearance, attitude and conversation.
• Attend work regularly.
• Demonstrate a positive work ethic.
• Establish and maintain professional relationships with coworkers and colleagues promoting a cohesive work environment.
• Observe ethics of the teaching profession; exhibit professional behavior, emotional stability and sound judgement.
• Report suspected child abuse and/or neglect to supervisor and/or civil authorities as required by law.
• Participate in school-wide functions as directed by Administration.

Physical Demands

• 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 accommodations may be made to enable individuals with disabilities to perform the essential functions
• Ability to regularly sit, use hands to finger, handle, or feel and talk or hear. The employee is frequently required to reach with hands and arms. Required to stand for periods of time, walk, climb or balance; stoop, kneel, crouch, or crawl and taste and smell.
• The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds and occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and ability to adjust focus.

Additional Physical Demands: Staff may be subject to injury such as, bites, kicks, smacks, spit, hits and other physical touches as a result of a student's behavior.