Job Details

LICKING HEIGHTS BOARD OF EDUCATION

FOR THE 2025-2026 SCHOOL YEAR FOR THE FOLLOWING POSITION:

Intervention Specialist, Resource Room

Must possess or be eligible for an appropriate Ohio Department of Education
Teaching License

How To Apply:
You must complete the entire online application to be considered for a position.

Providing a resume, and additional attachments are optional. Please also provide complete reference information for each reference including name, address, phone and email address.

Licking Heights does place an emphasis on accepting a diverse pool of candidates reflecting the school district's student population.

Nondiscrimination and Equal Opportunity Employment Opportunity: The Licking Heights Local School District Board of Education does not discriminate on the basis of race, color, religion, national origin, sex, disability, Genetic Information Nondiscrimination Act (GINA), military status, ancestry, or age in its programs and activities, including employment opportunities.

FTE from E (EB)

POSITION: INTERVENTION SPECIALIST, RESOURCE ROOM

RESPONSIBLE TO: BUILDING ADMINISTRATOR

INTRODUCTION:

At Licking Heights Local Schools, our commitment to student success drives everything we do. We believe in providing equitable, personalized learning experiences focused on building character skills and achieving academic excellence. Our comprehensive framework, addressing milestones from kindergarten readiness to college and career competencies, ensures that every student thrives academically, socially, and emotionally. We are dedicated to creating a positive school culture where students can explore their talents through extracurricular activities, fostering well-rounded and socially responsible citizens.

To be successful at Licking Heights Local Schools, staff members must embody a range of skills, including:

• Passion for education and student well-being
• Commitment to diversity, equity, and inclusion
• Effective mentoring and guidance for students
• Strong communication and collaboration skills
• Continuous learning and professional development
• Forward-thinking planning and strategic decision-making
• Openness to two-way communication and community engagement

We are dedicated to supporting our staff through comprehensive induction, providing ongoing professional development aligned with our district's vision, and creating a safe and empowering school environment where every individual can flourish. Join us in our mission to provide an exceptional education experience that prepares students for success in school, career, and life.

JOB GOAL: To participate as a member of the instructional team and to direct learning activities of students in the attainment of subject, school and system objectives.

MINIMUM QUALIFICATIONS:

• Bachelor's degree in education from an accredited college or university or equivalent
• Holds/maintains required ODEW credentials, Mild-Moderate/Moderate-Severe License
• Acts according to the Licensure Code of Professional Conduct for Ohio Educators
• Embrace high-performance standards (e.g., engagement, proficiency, resilience, etc.)
• Maintain a record free of criminal violations that prohibit public school employment
• Active Listening, Collaboration with stakeholders, creative problem solving, and good time management skills

PERFORMANCE RESPONSIBILITIES:

1. INSTRUCTIONAL
2. Planning educational experiences for pupils must both be a continuous and a flexible process. Intervention Specialist should:
3. Be aware of pupil records and previous experience.
4. Align teaching strategies with the learning styles of students. Implement evidence-based instructional strategies that produce quantifiable benefits within well-defined time frames.
5. Assemble and organize resources in relation to student needs.
6. Proctor-mandated testing activities. Uphold test security procedures.
7. Direct learning activities toward the fulfillment of the goals of their established curriculum, communicating these goals and instructional procedures to students.

1. Lesson plans will be used in order to facilitate preparation. Lesson Plans should:

• Be available at all times.
• Develop lesson plans consistent with start learning standards and district curriculum goals.
• Ensure student lists, lesson plans, and teaching materials are readily available.
• May be submitted weekly to the building principal, in accordance with the faculty handbook or negotiated agreement.
• Include objectives, procedures for attaining objectives, a plan for evaluation and some estimate of time allotments.
• Because of the diversity of learning styles and abilities of both intervention specialist and students, intervention specialist will:

1. Employ varied styles of teaching and evaluation to facilitate student understanding, and to develop critical thinking and problem-solvingskills.
2. Give assistance to all pupils in their studies.
3. Demonstrate a competent knowledge of the subject matter and an understanding of the connections between the past, present, and future content being taught.
4. Develop methods and incorporate available materials and equipment for the level of student being taught, communicating challenging learning expectations to each student.

1. CLASSROOM MANAGEMENT

Intervention Specialist will ensure that all assigned classroom time is utilized toward the fulfillment of academic goals.

1. Follow and/or prepare a daily time schedule within minimum levels of instruction which has been approved by the principal and communicated to secretaries/building staff.
2. Provide a highly structured learning environment.
3. Provide leadership for the advancement of best practices and academic standards. Implement initiatives that support continuous improvement in student participation and achievement.
4. Use formative and summative assessments to track student progress. Provide timely feedback.
5. Develop mutually respectful relationships with colleagues. Function as part of a cohesive team.
6. Help ensure the accuracy and privacy of confidential information.
7. Maintain a professional appearance. Wear work attire appropriate for the position.
8. Sustain an acceptable attendance record. Consistently comply with established work schedules.
9. Maintain open/effective communications. Serve as a reliable information source.

• Foster goodwill and encourage relationships that enhance public support for the district.
• Refers administrative procedure and district policy questions to an appropriate administrator.
• Supports equality, diversity, and inclusion. Uses tact and diplomacy to resolve differences fairly.

1. Pursues opportunities to enhance job knowledge and skill proficiency.

• Keeps current with standards and practices associated with work duties.
• Updates skills as needed to use task-appropriate technology effectively.

1. Keeps current with emergency preparedness and response procedures.

• Complies with health and safety protocols to mitigate workplace risks.
• Protects district property. Take precautions to prevent the loss of equipment and supplies.

1. Give careful attention to the learning environment, attending to the physical conditions of the room in matters of health, safety, and comfort and providing a stimulating learning atmosphere (all unsatisfactory conditions shall be reported to the principal or designee).

1. Develop, communicate and maintain consistent classroom discipline strategies which encourage and promote pupil interaction and mutual respect, rapport, promotes a positive self image, and fosters a sense of self-responsibility.

III. SPECIALLY DESIGNED INSTRUCTION

1. Develop and manage individualized learning strategies for students with disabilities and document student progress to gauge the efficacy of interventions.
2. Deliver specially designed instruction specific to student need
3. Advances academic performance using behavior modification, guided instruction, and peer group accountability.
4. Aligns teaching strategies with the learning styles of students. Implements evidence-based instructional strategies that produce quantifiable benefits within well-defined time frames.
5. Assists with Functional Behavioral Assessments (FBA). Develops Behavioral Intervention Plans (BIP) that target and change undesirable behaviors.
6. Develops lesson plans consistent with state learning standards and district curriculum goals.
7. Ensures student lists, lesson plans, and teaching materials are readily available for substitutes.
8. Helps students acquire appropriate functional skills (e.g., communication, self-regulation, socialization, etc.)
9. Helps students develop educational goals that are specific, measurable, achievable, relevant, and time-based (SMART) and monitors progress towards the goals.
10. Implements developmentally and cognitively appropriate extensions of classroom instruction. (e.g., environmental and instructional accommodations, push-in/pull-out support, etc.)
11. Maintains effective document and records management systems. Prepares timely files. Monitors reporting deadlines. Complies with district records retention and disposal policies.
12. Participates in the Evaluation Team Report (ETR) process and parent/student conferences.
13. Prepares and implements legally compliant Individualized Education Programs (IEPs). Identifies current levels of performance, short-term objectives, annual goals, service duration, evaluation procedures, etc. within the timelines outlined by ODEW.
14. Schedules regular meetings to address concerns related to caseload responsibilities.
15. Uses comprehensive assessments to obtain objective student data. Plans services relevant to needs. Supports student access to inclusive educational opportunities.
16. Uses plain language to explain to families and staff the objectives of Individualized Educational Plans (IEP) and Specially Designed Instruction (SDI).
17. May oversee and direct paraprofessionals
18. Attends to the personal needs of students, as needed.

WORK ENVIRONMENT CHARACTERISTIC CONDITIONS:

The work environment characteristics, described here, are not listed in order of importance and are representative of those an employee encounters while completing the duties and responsibilities of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the responsibilities. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.

• Frequent work that may extend beyond the normal workday
• Occasional exposure to blood, bodily fluids and tissue
• Occasional operation of a vehicle under inclement weather conditions
• Occasional interaction among unruly children/adults
• Many situations that require hand motion, e.g., computer keyboard, typing and writing
• Consistent requirements to sit, stand, walk, hear, see, read and speak, reach, stretch with hands and arms, crouch, kneel and climb and stoop
• Consistent requirements to lift, carry, push and pull various supplies and/or equipment up to a maximum of 50 pounds

EVALUATION: Performance of the responsibilities will be evaluated by the building administrator.