{"schemaVersion":"jobsearcher.job.v1","id":"d9ee467c7ee5c07697b39844","url":"https://jobsearcher.com/jobs/d9ee467c7ee5c07697b39844","canonicalUrl":"https://jobsearcher.com/jobs/d9ee467c7ee5c07697b39844","title":"Intervention Specialist","description":"| Job title | Intervention Specialist | Classification | Exempt |\n| Reports to | Principal | Organization Unit | Support |\n| Approved by | Human Resources | Effective date | 4/11/2025 |\n\nSouth Scioto Performance Academy (SSPA) is seeking a dedicated and compassionate Intervention Specialist to join our team. We are looking for an educator who is committed to supporting students with diverse learning needs and working collaboratively with families, teachers, and school leaders to help every student succeed. If you are passionate about making a meaningful difference in the lives of students, we invite you to join SSPA and help us continue building the Best School in the Neighborhood!\n\nJob Purpose\nThe 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 is 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.\n\nDuties and Responsibilities\nInclude but not limited to:\nStudent Learning\n\nProvide 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.\n\nCollaborate with general education teacher(s) on supporting students with disabilities in the general education setting by providing appropriate co-teaching instruction.\n\nProvide 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.\n\nDetermine 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.\n\nComplete and submit to Principal intervention service logs and test preparation logs to accurately reflect services provided.\n\nProvide 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.\n\nAdvocate for students with special needs within the school and community.\nCompliance\n\nIn 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.\n\nObtain all required signatures on all Special Education documents within given deadlines and provide completed documents to parents and team members.\n\nMaintain 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.\n\nImplement 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.\n\nActively 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.\n\nKeep 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.\n\nInclude 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.\n\nReview, 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.\n\nImplement the State of Ohio Model Policies and Practices for Students with Disabilities to the fullest extent possible.\n\nFollow all prescribed Superintendent, Principal, and Special Education Director or Board policies faithfully.\n\nOther duties as assigned by Superintendent, Principal, Assistant Principal, Special Education Director, or management staff.\nFamily/Community Involvement\n\nCommunicate regularly with parents and/or guardians, regarding students' progress via phone call, text, or dragon gram.\n\nInclude parent/guardians in meetings; schedule meetings two weeks in advance; document attempts to gain parent participation in all meetings.\n\nWork 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.\n\nCreate 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.\nProfessionalism\n\nRespect 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.\n\nRead and understand all policies outlined in staff handbook and student handbook/code of conduct\n\nRefrain 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.\n\nKeep all student identifying information confidential at all times and all parent and student correspondences and communications confidential at all times.\n\nMaintain annual test proctor certification and administer standardized testing instruments (including Alternate Assessment) to applicable students\n\nReport 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.\nQualifications\n\nBachelor's Degree required\n\nValid and current Ohio Special Education License\n\nSatisfactory completion of federal and state required criminal history checks\n\nStays current on and understands all federal and state special education policies and laws.\n\nExperience with data analysis\n\nProficient in computer applications, including Google Docs, MS Office Suite, e-mail, and internet\nKnowledge, Skills, Abilities and Personal Characteristics\n\nReliable, dependable, and trustworthy work ethic; a strong sense of integrity.\n\nStrong ability to gather, analyze, and interpret student data to make sound educational decisions.\n\nAbility to work in a diverse educational community setting and as part of a team.\n\nUnderstand state testing as well as state teaching standards, including Common Core and extended Standards.\n\nExhibit sound judgment while exhibiting flexibility regarding decision-making, daily challenges, and job duties.\n\nAbility to manage and communicate with students that need more support with regulating their emotions\n\nAbility to work well under pressure, and effectively prioritize and execute tasks to meet deadlines consistently.\n\nExcellent written and oral communication skills.\n\nAbility to be an active listener and critical thinker and make sound judgments.\nWorking Conditions\n\nDexterity to operate a computer keyboard, mouse, and to handle other computer and other technology related components\n\nReport to the school no later than 7:30 AM and remain at school until 4:30 PM.\n\nFollow the required school dress code for building staff.\n\nAttend all required staff meetings, TBT meetings, Safe Schools trainings, parent/teacher conferences, in-services and professional development days.\n\nThis is not necessarily an all-inclusive list of job-related responsibilities, duties, skills, efforts, requirements or working conditions. While this is intended to be an accurate reflection of the current job, management reserves the right to revise the job or to require that other or different tasks be performed as assigned.\n\n#J-18808-Ljbffr","company":"Performance Academies","rawCompany":"performance academies","city":"Raleigh","state":"NC","isRemote":false,"isActive":false,"createdAt":"2026-09-08T04:22:31.101Z","occupations":[{"code":"25-2059.00","title":"Special Education Teachers, All Other","slug":"special-education-teachers-all-other"},{"code":"25-2056.00","title":"Special Education Teachers, Elementary School","slug":"special-education-teachers-elementary-school"},{"code":"25-9043.00","title":"Teaching Assistants, Special Education","slug":"teaching-assistants-special-education"}],"industries":[{"code":"611110","title":"Elementary and Secondary Schools","slug":"elementary-and-secondary-schools"},{"code":"923110","title":"Administration of Education Programs","slug":"administration-of-education-programs"},{"code":"611710","title":"Educational Support Services","slug":"educational-support-services"}],"jobPosting":{"@context":"https://schema.org","@type":"JobPosting","title":"Intervention Specialist","description":"| Job title | Intervention Specialist | Classification | Exempt |\n| Reports to | Principal | Organization Unit | Support |\n| Approved by | Human Resources | Effective date | 4/11/2025 |\n\nSouth Scioto Performance Academy (SSPA) is seeking a dedicated and compassionate Intervention Specialist to join our team. We are looking for an educator who is committed to supporting students with diverse learning needs and working collaboratively with families, teachers, and school leaders to help every student succeed. If you are passionate about making a meaningful difference in the lives of students, we invite you to join SSPA and help us continue building the Best School in the Neighborhood!\n\nJob Purpose\nThe 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 is 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.\n\nDuties and Responsibilities\nInclude but not limited to:\nStudent Learning\n\nProvide 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.\n\nCollaborate with general education teacher(s) on supporting students with disabilities in the general education setting by providing appropriate co-teaching instruction.\n\nProvide 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.\n\nDetermine 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.\n\nComplete and submit to Principal intervention service logs and test preparation logs to accurately reflect services provided.\n\nProvide 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.\n\nAdvocate for students with special needs within the school and community.\nCompliance\n\nIn 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.\n\nObtain all required signatures on all Special Education documents within given deadlines and provide completed documents to parents and team members.\n\nMaintain 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.\n\nImplement 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.\n\nActively 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.\n\nKeep 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.\n\nInclude 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.\n\nReview, 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.\n\nImplement the State of Ohio Model Policies and Practices for Students with Disabilities to the fullest extent possible.\n\nFollow all prescribed Superintendent, Principal, and Special Education Director or Board policies faithfully.\n\nOther duties as assigned by Superintendent, Principal, Assistant Principal, Special Education Director, or management staff.\nFamily/Community Involvement\n\nCommunicate regularly with parents and/or guardians, regarding students' progress via phone call, text, or dragon gram.\n\nInclude parent/guardians in meetings; schedule meetings two weeks in advance; document attempts to gain parent participation in all meetings.\n\nWork 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.\n\nCreate 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.\nProfessionalism\n\nRespect 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.\n\nRead and understand all policies outlined in staff handbook and student handbook/code of conduct\n\nRefrain 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.\n\nKeep all student identifying information confidential at all times and all parent and student correspondences and communications confidential at all times.\n\nMaintain annual test proctor certification and administer standardized testing instruments (including Alternate Assessment) to applicable students\n\nReport 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.\nQualifications\n\nBachelor's Degree required\n\nValid and current Ohio Special Education License\n\nSatisfactory completion of federal and state required criminal history checks\n\nStays current on and understands all federal and state special education policies and laws.\n\nExperience with data analysis\n\nProficient in computer applications, including Google Docs, MS Office Suite, e-mail, and internet\nKnowledge, Skills, Abilities and Personal Characteristics\n\nReliable, dependable, and trustworthy work ethic; a strong sense of integrity.\n\nStrong ability to gather, analyze, and interpret student data to make sound educational decisions.\n\nAbility to work in a diverse educational community setting and as part of a team.\n\nUnderstand state testing as well as state teaching standards, including Common Core and extended Standards.\n\nExhibit sound judgment while exhibiting flexibility regarding decision-making, daily challenges, and job duties.\n\nAbility to manage and communicate with students that need more support with regulating their emotions\n\nAbility to work well under pressure, and effectively prioritize and execute tasks to meet deadlines consistently.\n\nExcellent written and oral communication skills.\n\nAbility to be an active listener and critical thinker and make sound judgments.\nWorking Conditions\n\nDexterity to operate a computer keyboard, mouse, and to handle other computer and other technology related components\n\nReport to the school no later than 7:30 AM and remain at school until 4:30 PM.\n\nFollow the required school dress code for building staff.\n\nAttend all required staff meetings, TBT meetings, Safe Schools trainings, parent/teacher conferences, in-services and professional development days.\n\nThis is not necessarily an all-inclusive list of job-related responsibilities, duties, skills, efforts, requirements or working conditions. While this is intended to be an accurate reflection of the current job, management reserves the right to revise the job or to require that other or different tasks be performed as assigned.\n\n#J-18808-Ljbffr","datePosted":"2026-09-08T04:22:31.101Z","dateModified":"2026-09-08T04:22:31.101Z","hiringOrganization":{"@type":"Organization","name":"Performance Academies","sameAs":"https://jobsearcher.com"},"jobLocation":{"@type":"Place","address":{"@type":"PostalAddress","addressLocality":"Raleigh","addressRegion":"NC","addressCountry":"US"}},"identifier":{"@type":"PropertyValue","name":"JobSearcher","value":"d9ee467c7ee5c07697b39844"},"url":"https://jobsearcher.com/jobs/d9ee467c7ee5c07697b39844"}}