Intervention Specialist

Delaware Area Career Center

Title: Intervention Specialist (2026-2027 School Year)

Reports to: Principal of Pupil Services

Work Schedule: 185-Day Teacher Contract

Primary Job Function:

• The Delaware Area Career Center Intervention Specialist will work to create and enhance a culture of achievement, engagement and respect where high expectations and results are the norm. The Intervention Specialist will provide individual and/or group academic intervention to enhance student learning. The Intervention Specialist is responsible for providing an intentional design of meaningful work that will lead to profound student learning. This is done through student-faculty engagement, fostering cooperation among students, active listening, timely feedback, high expectations and respecting diverse talents and learning styles of all students and other colleagues. This job description is a comprehensive list of essential functions. Essential functions are job duties a staff member must be able to perform, with or without reasonable accommodations.

Minimum Qualifications:

• Ohio State Board of Education Intervention Specialist license
• Minimum of three years teaching experience preferred
• Middle school and/or High School teaching experience preferred

Students & Learning:

• Intervention Specialists believe every student can learn and that all students can master challenging curriculum with appropriate differentiation and intervention
• Intervention Specialists set quantifiable learning outcomes for students and hold students accountable for meeting those outcomes
• Intervention Specialists produce measurable growth in student achievement
• Intervention Specialists recognize individual differences in students and adjust practices accordingly
• Intervention Specialists understand how students develop and learn
• Intervention Specialists possess knowledge of effective practices including principles, theories, procedures, and techniques used in lesson plan development and classroom instruction

Planning for Instruction:

• Responsible for preparing the assigned instructional area ·
• Responsible for helping prepare and implement Individualized Education Plans (IEP) for classroom students meeting eligibility requirements.
• Responsible for writing student IEP prior to their IEP expiring
• Responsible for writing accurate and timely progress reports each quarter for each IEP goal
• Responsible for ensuring that lesson plans align with the district’s adopted courses of study and are consistent with students’ Individualized Education Plans
• Responsible for ensuring that teaching materials, class lists, and classroom procedures are readily available for substitutes
• Responsible for working with staff to ensure that services are provided in the least restrictive educational environment

Delivery of Instruction:

• Responsible for providing accommodations and specially designed instruction for students with disabilities
• Responsible for modifying test and classroom assignment protocols as needed. This includes but is not limited to:
• • Preparing student guides,
  • Reading text aloud
  • Transcribing student responses
  • Providing additional time
• Responsible for developing, planning, delivering, and modifying direct instruction in the large group, co-taught in a general education environment
• Responsible for counseling students to acknowledge and manage personal conduct
• Responsible for charting behaviors as required
• Responsible for fostering a positive learning environment, stimulating student interest and engagement

Knowledge & Pedagogy:

• Intervention Specialists understand the subject area content and how knowledge in the subject field is created, organized, and linked to other disciplines
• Intervention Specialists demonstrate subject area knowledge and convey the knowledge clearly to students
• Intervention Specialists generate multiple paths to knowledge
• Intervention Specialists use comprehensive planning skills to design effective instruction focused on student mastery of DACC curriculum goals

Classroom Environment:

• Responsible for creating a classroom climate that promotes openness, mutual respect, support, and inquiry. This should be done through:
• • Fostering strong student-teacher relationships
  • Promoting cooperations among students
  • Active listening
  • Providing prompt feedback
  • Placing an emphasis on high expectations
  • Respecting the diverse talents of students as well as diverse ways of learning
• Responsible for creating a classroom that maximizes engaged student learning time, behaviorally, emotionally, and cognitively
• Responsible for establishing and maintaining respectful, productive partnerships with families in support of student learning and well-being
• Responsible for engaging all students in complex problem-solving and the exploring of ideas and issues in classroom activities, drawing on students' culture, experiences, and knowledge
• Responsible for engaging students in authentic tasks and offering them significant opportunities to develop knowledge

Communication & Collaboration:

• Responsible for collaborating with general education teachers on a daily basis to provide appropriate instruction, environment, accommodations, and assessments for students with an IEP
• Responsible for collaborating with parents/guardians regarding student progress in school. This includes but is not limited to:
• • IEP meetings
  • progress reports
  • student progress,
  • difficulties in school successes in school
• Responsible for promoting community partnerships that enhance district programs and services
• Responsible for participating in parent conferences, open houses, and other required school events
• Responsible for supporting advisory committees
• Responsible for participating in staff meetings and professional growth opportunities

Professional Responsibilities:

• Responsible for upholding board policies and following administrative procedures
• Responsible for maintaining visibility in the community and promoting a professional image of the school district
• Responsible for developing a strategy to accomplish personal performance objectives within specified timelines
• Responsible for observing established school hours
• Responsible for enforcing applicable Ohio Revised Codes
• Responsible for participating in professional growth opportunities.
• Responsible for accepting personal responsibility for decisions and conduct.
• Responsible for striving to develop rapport and serve as a positive role model for others
• Responsible for keeping current with advances in technology and how it relates to specific job responsibilities
• Responsible for respecting personal privacy and maintaining confidentiality.
• Responsible for watching for student behavior that may include a problem and reporting those concerns to the appropriate administrator. This includes but is not limited to:
• • Profanity
  • Excessive teasing
  • Bullying
  • Distress
• Responsible for wearing appropriate work attire and maintaining a neat appearance

Ensuring Student Safety

• Employees shall be expected to exercise reasonable care with respect to the safety of students and student property. Employees shall discharge their duties and responsibilities to students and property according to the applicable Laws, State guidelines and Board policies.

Knowledge, Skills & Abilities

• Knowledge of the Operating Standards for Ohio’s Schools Serving Children with Disabilities
• Knowledge of FERPA, IDEA and HIPPA
• Knowledge of federal, state, and local policies related to students
• Knowledge of Ohio’s Academic Content Standards
• Knowledge of IEP development
• Knowledge of current testing programs, mandated assessment tools and alternative assessment
• Knowledge of current educational issues and best practices
• Knowledge of child development, instructional strategies and practices applicable to assignment
• Knowledge of existing and emerging education and instructional technologies and software
• Knowledge of Crisis Prevention Intervention (CPI) strategies
• Knowledge of effective intervention strategies
• Knowledge of behavior and classroom management techniques
• Knowledge of English grammar, spelling and punctuation
• Knowledge of all DACC adopted software
• Skilled at effective verbal and written communication
• Skilled in using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems
• Skilled in collaboration and decision-making, seeking consensus whenever possible
• Skilled in conflict resolution
• Skilled at developing rapport and interacting effectively with studentsand staff
• Ability to work with students to provide feedback, maintain an orderly atmosphere, and foster a safe and healthy school environment
• Ability to handle behavioral and emotionally charged situationsin a calm and effective manner
• Ability to demonstrate sound judgment and emotional stability
• Ability to maintain confidentiality
• Ability to assist students with various physical and intellectual needs
• Ability to maintain accurate records and write reports and logs
• Ability to “think outside the box”
• Ability to analyze situations accurately and adopt an effective course of action
• Ability to interpret, apply and explain rules, regulations, policies and procedures
• Ability to promote positive staff morale
• Ability to organize multiple tasks and conflicting time constraints
• Ability to engage in self-evaluation with regards to leadership, performance and professional growth
• Ability to establish and maintain cooperative working relationships with others

Working Conditions

• The district offers equal employment opportunity without regard to race, color, national origin, ancestry, citizenship status, religion, sex (including sexual orientation and gender identity), economic status, age, disability or military status.
• Working Conditions – While performing the duties of this job, the employee is regularly required to speak and hear. The employee is required to have dexterity of hands and fingers. The employee is required to sit or stand for extended periods of time. Specific vision abilities required by this job include close vision, and ability to adjust focus. While performing the duties of this job the incumbent is seated or walking at will and must be able to push, pull, lift and carry over 25 pounds on occasion. Generally acceptable working environment with limited exposure to unpleasant conditions. Exposure to such conditions may make the working environment unpleasant or cause discomfort occasionally but has minor impact on personal safety and/or mental well-being. Safety is essential to job performance. All employees are required to comply with workplace health/safety regulations and district policies when duties entail any of the following situations:
• • Encounters with aggressive, angry, rude or unpleasant individuals
  • Exposure to air-borne particulates, chemicals, combustible materials, electrical hazards, loud noises, moving mechanical parts, odors, slippery/uneven surfaces, etc.
  • Exposure to blood-borne pathogens or contagious diseases.
  • Exposure to severe weather conditions or temperature extremes.
  • Movements that require balancing, bending, climbing, crouching, kneeling, or reaching.
  • Operating or riding in a vehicle. Working in or near vehicular traffic.
  • Performing tasks that require complex sequencing, dexterity, strength, stamina, etc.
  • Traveling to meetings and work assignments.
  • Working at heights, in confined spaces, or under diminished/variable lighting.
• Drug and Alcohol-Free Environment – The district maintains a drug and alcohol-free work environment to prevent the adverse impact of substance abuse on employee performance and protect the rights of co-workers and the public.
• Flexible Work Environments - are important to many individuals. Remote work opportunities may exist for this position when it is appropriate and feasible.
• Driving Requirement – This job description may require driving. Any employee who chooses or is asked to drive a DACC vehicle for work related community business must receive written annual authorization to do so.

The working conditions 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.

The Delaware Area Career Center Board of Education is an equal opportunity employer offering employment without regard to race, color, national origin, ancestry, citizenship status, religion, sex (including sexual orientation and gender identity), economic status, age, disability or military status. This job description summary does not imply that these are the only duties 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.