Specialized Intervention Specialist: Behavioral Focus (BFLIC)

Specialized Intervention Specialist: Behavioral Focus (BFLIC) Starting Date: Aug 17, 2026 Job Title: Intervention Specialist (Mild/Moderate & Moderate/Intensive) Reports To: Building Administrator / Director of Special Education Department: Department of Diverse Learners & Whole Child Supports Last Updated: February 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 Primary Job Function The Reynoldsburg City Schools’ Specialized Intervention Specialist is responsible for providing high-quality, individualized, and specially designed instruction (SDI) to students with disabilities. This role ensures students receive a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) through the development and implementation of Individualized Education Programs (IEPs) that align with Ohio’s Learning Standards or Extended Standards and the Ohio Teacher Evaluation System (OTES 2.0). A primary focus of this role includes supporting students with Moderate to Intensive needs, including those with significant academic, physical, emotional, or sensory disabilities. Minimum Qualifications Valid Ohio License: Intervention Specialist (Mild/Moderate K-12) and/or Intervention Specialist (Moderate/Intensive K-12). Bachelor’s Degree in Special Education or related field. Knowledge of IDEA, IEP development, and compliance requirements. Must pass a criminal background check (BCI/FBI). Preferred Qualifications Priority Preference: Experience working with students with Autism Spectrum Disorder (ASD), Multiple Disabilities (MD), or significant behavioral needs (Moderate/Intensive). Certification or training in Crisis Prevention Intervention (CPI). Experience in inclusive, co‑teaching, or specialized instructional settings. Familiarity with data‑driven instruction and 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. Instructional Planning & Preparation (OTES Standards) Focus for Learning: Develop annual goals and short‑term objectives that are measurable and based on the student’s present levels of performance. Knowledge of Students: Identify and provide appropriate accommodations and modifications for students ranging from mild learning disabilities to significant cognitive and physical disabilities. Lesson Delivery: Provide specially designed instruction in whole‑group, small‑group, and 1:1 settings using evidence‑based strategies and Ohio’s Extended Standards. IEP Management & Compliance Documentation: Draft, implement, and monitor Individualized Education Programs (IEPs) in compliance with state and federal regulations (IDEA). Progress Monitoring: Collect, analyze, and use data regularly to monitor student progress and inform instructional adjustments. Meeting Facilitation: Participate in and/or lead IEP meetings, ETR meetings, and collaborative planning sessions with multidisciplinary teams. Specialized Programming & Moderate/Intensive Support Intensive Unit Support: Provide high‑structure instruction in specialized settings, including Autism, Multiple Disabilities (MD), and Specialized Behavioral units. Functional & Life Skills: For students with intensive needs, teach essential functional life skills including communication, self‑care, and vocational readiness. Behavioral Intervention: Implement behavioral regulation strategies and evidence‑based interventions to support students with significant social, emotional, and behavioral needs. Team Integration: Collaborate with school psychologists, general education teachers, related service providers, and support staff to promote inclusive practices and whole‑child development. Family Partnership: Communicate effectively and regularly with families regarding student progress, goals, and transitions. Paraprofessional Supervision: Direct and mentor classroom instructional assistants and paraprofessionals to ensure the effective delivery of services. Physical Management: Ensure the safety and dignity of students during transitions, personal care, and behavioral crises, maintaining accurate documentation and confidentiality. Professional Growth: Engage in structured, year‑long professional development, 1:1 coaching, and utilize Model Classroom resources to ensure instructional excellence. Knowledge, Skills and Abilities Knowledge of Federal and state special education law, including IDEA and Ohio’s Operating Standards. OTES 2.0 frameworks and Ohio’s Learning/Extended Standards. Evidence‑based practices for Mild/Moderate and Moderate/Intensive disability categories. Skilled in Differentiating instruction for a diverse range of complex learning and physical needs. Collaboration and multidisciplinary team participation. Data analysis and instructional decision‑making. Ability to Manage complex schedules and meet strict legal compliance deadlines. Adapt to various instructional settings including inclusion, resource, and specialized units. Maintain a student‑centered, inclusive environment that supports the whole child.

PHYSICAL DEMANDS & WORKING CONDITIONS

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 of time. While performing the duties of this job the employee must be able to push, pull, lift and carry over 25 pounds on occasion. Working Conditions The employee in this position may experience occasional exposure to blood, bodily fluids and tissue. The employee may also be required to interact with unruly children. Driving Requirement This position may require driving to various school sites or events. Other 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. Position Type Position Type: 1.0 FTE Job Categories Special Education > Mild/Moderate Disabilities #J-18808-Ljbffr LIVINGSTON CAMPUS