Autism Unit_Intervention Spec (Scioto Elem)- 25/26 at Teays Valley Local Schools

Title: Intervention Specialist/Autism Unit

Department: Education

Building/Facility: Scioto Elementary School

Reports to: Elementary School Principal

Employment Status: Regular/Full-Time

FLSA Status: Exempt

Description: 

The Autism Unit Teacher is responsible for planning, implementing, and managing specialized instructional programs for students with Autism Spectrum Disorder (ASD). This position focuses on developing communication, social, behavioral, and academic skills in alignment with each student’s Individualized Education Program (IEP). The teacher works collaboratively with paraprofessionals, related service providers, and families to support student success in a structured, supportive learning environment.

Essential Duties and Responsibilities

• Providing a structured teaching environment to students on the autism spectrum.
• Supporting behavior interventions.
• Collaboration with paraprofessionals and related services staff.
• Ensuring that goals and services are provided based on the individualized education plan.

1. Instructional Planning

• Adapt teaching methods and instructional materials to meet students' varying needs and interests.
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
• Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.

2. Student Instruction

• Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
• Establish clear objectives for all lessons, units, and projects, and communicate these objectives to students.
• Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
• Differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.
• Provide a variety of materials and resources for children to explore, manipulate and use, both in learning activities and in imaginative play.

3. Classroom Management

• Treat all students fairly and establish an environment that is respectful, supportive, and caring.
• Ensure students follow all classroom and school rules and know the procedures for fire drills, shelter-in-place, and lock downs.
• Establish and enforce rules for behavior and procedures for maintaining order among students.

4. Assessment

• Differentiate instruction based on findings from formative assessments.
• Observe and evaluate students' performance, behavior, social development, and physical health.
• Maintain accurate, complete, and correct student records as required by laws, district policies, and administrative regulations.
• Prepare, administer, and grade tests and assignments to evaluate students' progress.

5. Communication

• Confer, meet, or correspond with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems, discuss student’s progress and to determine priorities and resource needs.
• Send regular newsletters, calendars, or flyers so families are aware of events and important dates.
• Schedule conferences as needed throughout the year for students who are struggling.

6. Professional Development

• Participate in all grade-level or all subject- level professional learning meetings and activities.
• Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competencies
• Collaborate with other teachers and administrators in the development, evaluation, and revision of elementary, grade-level or content level programs.
• Establish professional growth plan in collaboration with principal or his/her designee and meet biannually to share updates on progress.

7. Other

• Ensure safety of students, taking all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Demonstrates sound judgement, emotional stability, a positive attitude and works and communicates well with others.
• Attend meetings (IEP, staff, content area, grade level, etc.) as required.
• Monitor hallways, bus pick up and drop off, parent pick up and drop off as needed.

Intervention duties include working across grade levels to assist special education caseloads, intervention groups and adhering to ODE special education guidelines.  These guidelines include compliance of specially designed instruction, individualized education plans and progress monitoring.  Intervention specialist will also collaborate with general education teachers, other intervention specialists, administration and related service personnel.  

Competencies

Success in this position requires the following knowledge, skills and abilities:

Knowledge

• Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
• Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.

Skills

• Skilled in teaching others how to do something and in selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
• Skilled in giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
• Skilled in managing one's own time and the time of others.

Abilities

• Ability to communicate information and ideas in speaking so others will understand.
• Ability to create a safe and respectful classroom while maintaining high interest levels in the classroom.
• Ability to tell when something is wrong or is likely to go wrong.
• Ability to adapt and response to changing situations and environments, as well as the needs of each individual student.

Minimum Qualifications

• Bachelor’s Degree in Education.
• Valid Ohio teaching certification.
• Proper certification in designated subject area.
• Preference to individuals with moderate to intensive intervention specialist license or behavioral background.

Physical Demands and Workings Conditions

• Regularly required to speak and hear.
• Required to have dexterity of hands and fingers.
• Specific vision abilities required include close vision and ability to adjust focus.
• Required to sit or stand for extended periods of time.
• Occasionally required to bend at the waist, kneel or crouch.
• Occasionally asked to push, pull, lift, or carry under 25 pounds.
• Occasional interaction among unruly children.
• The physical demands described here are a representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations will be made to enable individuals with disabilities to perform the essential functions.

Terms of Employment

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.

The Teays Valley Local School District is an equal opportunity employer offering employment without regard to race, color, religion, sex, national origin, age, or disability.