Intervention Specialist

Responsibilities

• Prepares the assigned classroom.
• Requisitions essential supplies and equipment.
• Promotes the proper use and care of school property.
• Teaches scheduled classes.
• Documents teaching performance objectives.
• Creates effective learning experiences.
• Ensures that lesson plans align with the district's adopted courses of study and state standards/guidelines.
• SUBMIT WRITTEN LESSON PLANS ACCORDING TO BUILDING AND/OR DISTRICT PROCEDURES.
• UPHOLDS BOARD POLICIES, FOLLOWS ADMINISTRATIVE PROCEDURES, AND COMPLIES WITH THE EMPLOYEE CODE OF CONDUCT.
• UPHOLDS COMPUTER TECHNOLOGY ACCEPTABLE USE POLICIES.
• PROMOTES A FAVORABLE IMAGE OF THE SCHOOL DISTRICT.
• IMPLEMENTS EFFECTIVE PUPIL BEHAVIORAL MANAGEMENT PROCEDURES, INCLUDING POSITIVE BEHAVIOR INTERVENTION SUPPORTS (PBIS).
• Maintains high standards and upholds the student conduct code.
• UTILIZES PUBLIC SCHOOL WORKS TO TRACK DISCIPLINE AND REWARDS.
• COMPLIES WITH STATE MODEL POLICIES AND PROCEDURES FOR THE EDUCATION OF STUDENTS IDENTIFIED AS HAVING A DISABILITY.
• WORKS TO ENSURE THAT SERVICES ARE PROVIDED IN THE LEAST RESTRICTIVE EDUCATIONAL ENVIRONMENT.
• FACILITATES THE TRANSITION PROCESS FOR STUDENTS ENTERING OR LEAVING THE PROGRAM.
• IDENTIFIES PROBLEMS THAT MAY IMPEDE LEARNING.
• HELPS IDENTIFY FAMILIES THAT MAY NEED INTERVENTION SERVICES.
• COLLABORATES WITH OTHER STAFF TO IMPLEMENT BEHAVIOR INTERVENTIONS.
• EXERCISES CAUTION WHEN PHYSICAL RESTRAINT IS REQUIRED.
• HELPS PREPARE AND IMPLEMENT INDIVIDUALIZED EDUCATION PLANS (IEP) FOR CLASSROOM STUDENTS MEETING ELIGIBILITY REQUIREMENTS.
• DEVELOPS AND MAINTAINS A POSITIVE LEARNING ENVIRONMENT.
• STIMULATES STUDENT INTEREST.
• HELPS PARENTS AND STUDENTS UNDERSTAND ACADEMIC AND BEHAVIORAL OBJECTIVES.
• EVALUATES THE NEEDS OF STUDENTS BASED ON ALL AVAILABLE INFORMATION.
• PLANS STUDENT INTERVENTIONS.
• VARIABLES INSTRUCTIONAL TECHNIQUES TO ADDRESS INDIVIDUAL LEARNING STYLES.
• DIFFERENTIATES INSTRUCTION.
• COMMUNICATES HIGH EXPECTATIONS AND SHOWS AN ACTIVE INTEREST IN STUDENT PROGRESS.
• COUNSELLS STUDENTS.
• HELPSES STUDENTS DEVELOP CRITICAL-THINKING, PROBLEM-SOLVING, AND CREATIVITY SKILLS.
• COLLABORATES WITH OTHER TEACHERS.
• SHARES KNOWLEDGE AND RESOURCES THAT ENHANCE THE EDUCATIONAL PROCESS.
• INTEGRATES THE EFFECTIVE USE OF AVAILABLE TECHNOLOGY IN RECORDS MANAGEMENT AND INSTRUCTIONAL ACTIVITIES.
• HELPS STUDENTS TAKE FULL ADVANTAGE OF THE LEARNING ENVIRONMENT.
• SERVES AS A RESOURCE TO GENERAL EDUCATION TEACHERS.
• CREATES AND IMPLEMENTS STUDENT'S IEP BASED ON LEAST RESTRICTIVE ENVIRONMENT AND DATA.
• PROVIDES ACCOMMODATIONS AND MODIFICATIONS AS PRESCRIBED IN THE IEP.
• MANTAINS ACCURATE RECORDS, INCLUDING BUT NOT LIMITED TO STUDENT ATTENDANCE, BEHAVIOR AND GRADES, AND SUBMITS REPORTS ON TIME.
• RESPECTS PERSONAL PRIVACY.
• MANTAINS THE CONFIDENTIALITY OF PRIVILEGED INFORMATION.
• EVALUATES STUDENTS AND ASSIGN GRADES.
• RECORDS STUDENT GRADES AS REQUIRED BY BUILDING/DISTRICT GUIDELINES, AND PREPARES AND SUBMITS PROGRESS REPORTS AND/OR GRADE CARDS ACCORDING TO BUILDING/DISTRICT PROTOCOLS.
• COLLABORATES WITH PARENTS ON AN ONGOING BASIS.
• EFFECTIVELY USES SUPPORT PERSONNEL TO ADDRESS STUDENT CONCERNS.
• USES DATA TO MAKE INFORMED DECISIONS REGARDING INSTRUCTION.
• REPORTS EVIDENCE OF SUSPECTED CHILD ABUSE AS REQUIRED BY LAW.
• OWS FOR STUDENT SAFETY.
• DOES NOT LEAVE STUDENTS UNSUPERVISED.
• MONITORS BEHAVIORAL CHANGES AND INTERVENTIONS.
• WORKS COLLABORATIVELY WITH BUILDING/DISTRICT LEADERSHIP TEAMS, DEPARTMENTAL TEAMS AND GRADE LEVEL TEAMS.
• HELPS PREPARE AND IMPLEMENT SECTION 504 AND INDIVIDUALIZED EDUCATION PLANS (IEP) FOR CLASSROOM STUDENTS MEETING ELIGIBILITY REQUIREMENTS.
• SUPPORTS AN INCLUSIVE EDUCATIONAL ENVIRONMENT.
• PROVIDES OPPORTUNITIES FOR STUDENTS WITH DISABILITIES TO PARTICIPATE IN APPROPRIATE PEER GROUP ACTIVITIES.
• SCHEDULES HOME VISITS WHEN NECESSARY TO SUPPORT PROGRAM GOALS.
• MAKES REFERRALS TO THE INTERVENTION ASSISTANCE TEAM (FOR ACADEICS AND/OR BEHAVIOR) WHEN A NEED IS INDICATED.
• MEETS MANDATED DEADLINES FOR REQUIRED PAPERS.
• WORKS WITH TEAM MEMBERS TO REACH A CONSensus ON A PLAN FOR STUDENTS REQUIRING ASSISTANCE.
• MONITORS BEHAVIORAL CHANGES AND INTERVENTIONS.
• WORKS COLLABORATIVELY WITH BUILDING/DISTRICT LEADERSHIP TEAMS, DEPARTMENTAL TEAMS AND GRADE LEVEL TEAMS.
• HELPS PREPARE AND IMPLEMENT SECTION 504 AND INDIVIDUALIZED EDUCATION PLANS (IEP) FOR CLASSROOM STUDENTS MEETING ELIGIBILITY REQUIREMENTS.
• SUPPORTS AN INCLUSIVE EDUCATIONAL ENVIRONMENT.
• PROVIDES OPPORTUNITIES FOR STUDENTS WITH DISABILITIES TO PARTICIPATE IN APPROPRIATE PEER GROUP ACTIVITIES.
• SCHEDULES HOME VISITS WHEN NECESSARY TO SUPPORT PROGRAM GOALS.
• MAKES REFERRALS TO THE INTERVENTION ASSISTANCE TEAM (FOR ACADEICS AND/OR BEHAVIOR) WHEN A NEED IS INDICATED.
• MEETS MANDATED DEADLINES FOR REQUIRED PAPERS.
• WORKS WITH TEAM MEMBERS TO REACH A CONSensus ON A PLAN FOR STUDENTS REQUIRING ASSISTANCE.
• MONITORS BEHAVIORAL CHANGES AND INTERVENTIONS.
• WORKS COLLABORATIVELY WITH BUILDING/DISTRICT LEADERSHIP TEAMS, DEPARTMENTAL TEAMS AND GRADE LEVEL TEAMS.
• HELPS PREPARE AND IMPLEMENT SECTION 504 AND INDIVIDUALIZED EDUCATION PLANS (IEP) FOR CLASSROOM STUDENTS MEETING ELIGIBILITY REQUIREMENTS.
• SUPPORTS AN INCLUSIVE EDUCATIONAL ENVIRONMENT.
• PROVIDES OPPORTUNITIES FOR STUDENTS WITH DISABILITIES TO PARTICIPATE IN APPROPRIATE PEER GROUP ACTIVITIES.
• SCHEDULES HOME VISITS WHEN NECESSARY TO SUPPORT PROGRAM GOALS.
• MAKES REFERRALS TO THE INTERVENTION ASSISTANCE TEAM (FOR ACADEICS AND/OR BEHAVIOR) WHEN A NEED IS INDICATED.
• MEETS MANDATED DEADLINES FOR REQUIRED PAPERS.
• WORKS WITH TEAM MEMBERS TO REACH A CONSensus ON A PLAN FOR STUDENTS REQUIRING ASSISTANCE.
• MONITORS BEHAVIORAL CHANGES AND INTERVENTIONS.
• WORKS COLLABORATIVELY WITH BUILDING/DISTRICT LEADERSHIP TEAMS, DEPARTMENTAL TEAMS AND GRADE LEVEL TEAMS.
• HELPS PREPARE AND IMPLEMENT SECTION 504 AND INDIVIDUALIZED EDUCATION PLANS (IEP) FOR CLASSROOM STUDENTS MEETING ELIGIBILITY REQUIREMENTS.
• SUPPORTS AN INCLUSIVE EDUCATIONAL ENVIRONMENT.
• PROVIDES OPPORTUNITIES FOR STUDENTS WITH DISABILITIES TO PARTICIPATE IN APPROPRIATE PEER GROUP ACTIVITIES.
• SCHEDULES HOME VISITS WHEN NECESSARY TO SUPPORT PROGRAM GOALS.
• MAKES REFERRALS TO THE INTERVENTION ASSISTANCE TEAM (FOR ACADEICS AND/OR BEHAVIOR) WHEN A NEED IS INDICATED.
• MEETS MANDATED DEADLINES FOR REQUIRED PAPERS.
• WORKS WITH TEAM MEMBERS TO REACH A CONSensus ON A PLAN FOR STUDENTS REQUIRING ASSISTANCE.
• MONITORS BEHAVIORAL CHANGES AND INTERVENTIONS.
• WORKS COLLABORATIVELY WITH BUILDING/DISTRICT LEADERSHIP TEAMS, DEPARTMENTAL TEAMS AND GRADE LEVEL TEAMS.
• HELPS PREPARE AND IMPLEMENT SECTION 504 AND INDIVIDUALIZED EDUCATION PLANS (IEP) FOR CLASSROOM STUDENTS MEETING ELIGIBILITY REQUIREMENTS.
• SUPPORTS AN INCLUSIVE EDUCATIONAL ENVIRONMENT.
• PROVIDES OPPORTUNITIES FOR STUDENTS WITH DISABILITIES TO PARTICIPATE IN APPROPRIATE PEER GROUP ACTIVITIES.
• SCHEDULES HOME VISITS WHEN NECESSARY TO SUPPORT PROGRAM GOALS.
• MAKES REFERRALS TO THE INTERVENTION ASSISTANCE TEAM (FOR ACADEICS AND/OR BEHAVIOR) WHEN A NEED IS INDICATED.
• MEETS MANDATED DEADLINES FOR REQUIRED PAPERS.
• WORKS WITH TEAM MEMBERS TO REACH A CONSensus ON A PLAN FOR STUDENTS REQUIRING ASSISTANCE.
• MONITORS BEHAVIORAL CHANGES AND INTERVENTIONS.
• WORKS COLLABORATIVELY WITH BUILDING/DISTRICT LEADERSHIP TEAMS, DEPARTMENTAL TEAMS AND GRADE LEVEL TEAMS.
• HELPS PREPARE AND IMPLEMENT SECTION 504 AND INDIVIDUALIZED EDUCATION PLANS (IEP) FOR CLASSROOM STUDENTS MEETING ELIGIBILITY REQUIREMENTS.
• SUPPORTS AN INCLUSIVE EDUCATIONAL ENVIRONMENT.
• PROVIDES OPPORTUNITIES FOR STUDENTS WITH DISABILITIES TO PARTICIPATE IN APPROPRIATE PEER GROUP ACTIVITIES.
• SCHEDULES HOME VISITS WHEN NECESSARY TO SUPPORT PROGRAM GOALS.
• MAKES REFERRALS TO THE INTERVENTION ASSISTANCE TEAM (FOR ACADEICS AND/OR BEHAVIOR) WHEN A NEED IS INDICATED.
• MEETS MANDATED DEADLINES FOR REQUIRED PAPERS.
• WORKS WITH TEAM MEMBERS TO REACH A CONSensus ON A PLAN FOR STUDENTS REQUIRING ASSISTANCE.
• MONITORS BEHAVIORAL CHANGES AND INTERVENTIONS.
• WORKS COLLABORATIVELY WITH BUILDING/DISTRICT LEADERSHIP TEAMS, DEPARTMENTAL TEAMS AND GRADE LEVEL TEAMS.
• HELPS PREPARE AND IMPLEMENT SECTION 504 AND INDIVIDUALIZED EDUCATION PLANS (IEP) FOR CLASSROOM STUDENTS MEETING ELIGIBILITY REQUIREMENTS.
• SUPPORTS AN INCLUSIVE EDUCATIONAL ENVIRONMENT.
• PROVIDES OPPORTUNITIES FOR STUDENTS WITH DISABILITIES TO PARTICIPATE IN APPROPRIATE PEER GROUP ACTIVITIES.
• SCHEDULES HOME VISITS WHEN NECESSARY TO SUPPORT PROGRAM GOALS.
• MAKES REFERRALS TO THE INTERVENTION ASSISTANCE TEAM (FOR ACADEICS AND/OR BEHAVIOR) WHEN A NEED IS INDICATED.
• MEETS MANDATED DEADLINES FOR REQUIRED PAPERS.
• WORKS WITH TEAM MEMBERS TO REACH A CONSensus ON A PLAN FOR STUDENTS REQUIRING ASSISTANCE.
• MONITORS BEHAVIORAL CHANGES AND INTERVENTIONS.
• WORKS COLLABOR