Intervention Specialist - MDILC 26/27

Young World Physical Education; Reynoldsburg (OH); On-site; USD 48,000 - 65,000; Full time

Job summary

Young World Physical Education is seeking an Intervention Specialist for Reynoldsburg City Schools to deliver high-quality instruction to students with disabilities. This role focuses on developing and implementing Individualized Education Programs that meet Ohio standards.

Ideal candidates must have a Bachelor's degree in Special Education and a valid Ohio license. Collaboration with other educators and compliance with state regulations are crucial aspects of this position. Opportunities for professional growth and training will also be provided.

Qualifications

• Knowledge of state and federal special education law.
• Must pass a criminal background check (BCI/FBI).
• Experience with Autism Spectrum Disorder and significant behavioral needs preferred.

Responsibilities

• Provide high-quality, specially designed instruction to students with disabilities.
• Draft, implement, and monitor Individualized Education Programs (IEPs).
• Collaborate with school psychologists and teachers for inclusive practices.

Skills

Knowledge of IDEA and IEP development

Differentiating instruction

Collaboration with multidisciplinary teams

Education

Bachelor’s Degree in Special Education or related field

Valid Ohio License: Intervention Specialist

Job description

Intervention Specialist - MDILC 26/27

Reynoldsburg City School District ELM – Reynoldsburg, Ohio

Job Details

Job ID: 5594470

Application Deadline: Posted until filled

Re-Posted: Apr 01, 2026 4:00 AM (UTC)

Starting Date: Immediately

Job Description

Job Title: Intervention Specialist (Mild/Moderate & Moderate/Intensive)

Reports To: Building Administrator/ Director of Special Education

Contract Length: 184 Days

Exempt/Nonexempt: Exempt

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.

Primary Job Function

The Reynoldsburg City Schools’ 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

• 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 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.

Collaboration & Communication

• 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.

Classroom Environment & Safety

• 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 description and working conditions. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions in keeping with law.

Physical Demands: communicate with others; sit or stand, move around for extended periods; push, pull, lift and carry over 25 pounds on occasion.

Working Conditions: occasional exposure to blood, bodily fluids and tissue; may interact with unruly children.

Driving Requirement: may require driving to various school sites or events.

Position Type

1.0 FTE