7-12 Intervention Specialist - Sign on Bonus Available presso Arts and College Preparatory Academy

Arts & College Preparatory Academy 

Intervention Specialist (High School)

The Arts & College Preparatory Academy (ACPA) is an arts focused, independent community school on the east side of Columbus that serves a diverse population of students in grades 7 through 12 from over 25 different districts in central Ohio.  ACPA is in its twenty-third year of operation and has consistently been one of the highest performing charter schools in Ohio.  

ACPA is seeking qualified candidates for an Intervention Specialist position for the 2025-2026 school year.  The Intervention Specialist will report to the Director of Student Services, and be highly collaborative with principals, the counseling team, classroom teachers and other members of the student support staff.  The Intervention Specialist is a crucial position in many areas of student success - academics, social/emotional learning and overall continual growth.

The Intervention Specialist will also be expected to reflect the mission, vision and ACPA values of kindness, respect for diversity, honesty, problem solving, communication, participation and awareness in all interactions with school stakeholders – including students, staff, parents and community partners.

Salary Range:  Established salary schedule, annual contract.

Benefits:  Medical, dental, vision, life, Matrix psychological services, paid vacation time, state retirement plan.

Qualifications:  Bachelor’s or Master’s Degree in special education or related program; Ohio Intervention Specialist license; experience in an arts focused and progressive school environment (preferred). 

Job Description:  Arts and College Preparatory Academy – Intervention Specialist

• ACPA Intervention Specialists are expected to reflect and participate in a progressive school culture of creativity, safety, inclusion, acceptance, and anti-bullying, as well model and uphold the school values of honesty, communication, problem-solving, kindness, respect for diversity, participation and awareness in all interactions with school stakeholders – including students, staff, caregivers and families and community partners.

  
  Main Responsibilities include, but are not limited to:

• In accordance with the mission, vision and values of ACPA, the Intervention Specialist is expected to: 

• • Create and implement differentiated curriculum for individual and/or small groups of special education students to be implemented in the least restrictive environment for the individual student.
  • Provide individualized or small-group instruction in core academic areas (e.g., reading, writing, math, science and social studies–when applicable), study skills, executive functioning, and transition readiness.
  • Develop and deliver specially designed instruction aligned to IEP goals and Ohio’s Learning Standards
  • Develop a special education program that reflects a progressive school culture of creativity, safety, inclusion, acceptance, and anti-bullying, and the values of honesty, communication, problem-solving, kindness, respect for diversity, participation and awareness.
  • Create and maintain processes and procedures for identification of students with disabilities in accordance with state laws.
  • Create and maintain a fair and equitable case load distribution.
  • Develop and propose a departmental budget to administration, and operate within the assigned, approved budget. 
  • Ensure a positive and quality collaborative experience for identified students with special needs between their Intervention Specialist, general education teachers, parents, administration and other school personnel and outside agencies, that is focused on self-advocacy. 
  • Adhere to and remain compliant with all state and federal special education procedures and laws.2.
  1. Collaboratively with the Testing Coordinator, coordinate and facilitate all standardized testing administration for students with accommodations.
  2. Intervention Specialists will be responsible for facilitating POD blocks as assigned by administration. 
  3. Collaboratively with the Department Lead, EMIS Coordinator and Records Director, report all relevant special education data to the state of Ohio and all Civil Rights data to the US Dept. of Education.
  4. The Intervention Specialist is responsible for the placement of special needs students in the least restrictive environment in the school. 
  5. The Intervention Specialist is to be the primary advocate for the special education student.  He/she/they is responsible for establishing a productive and supportive relationship with the student and helping him/her/them be academically successful, despite any disabilities, at ACPA.
  6. Implement, facilitate, and educate staff on tiered Intervention models to intervene with students as needed.  Intervention Specialists will work in coordination with classroom teachers both in and out of the classroom to develop and monitor accommodations for individual and small groups of special education students. 
  7. Monitor and maintain testing security in special education classrooms and settings.
  8. Intervention Specialists will actively monitor student progress and engagement, and actively work with individual, small groups, and whole group of students when students are assigned to special education classrooms. 
  9. Intervention Specialists will complete paperwork obligation at times when students are not assigned to special education classrooms.
  10. Intervention Specialists will create, post, and consistently implement and monitor expectations for student behavior and classroom norms in special education classrooms and settings.
  11. Collaborate with teaching staff to make relevant special education documentation available and educate staff on the RTI/IEP process, including the creation of a confidential list of special education students to be shared with staff. This will consist of the student’s disability and the accommodations he/she is to receive.
  12. Progress Monitoring __ Monitor student’s Present Level of Performance (PLOP) in regular classes through observations and collaboration with general education teachers.
  13. Research traditional and technology-based assessment tools to establish student baseline data and track IEP goals.
  14. Write IEPs using input from school psychologists, classroom teachers, caregivers and students.
  15. Collaborate with the school psychologist to write the Evaluation Team Report (ETR).
  16. Attend professional development programs to stay current on special education best practices and law.
  17. Inform/train staff on relevant updates in special education best practices and law.
  18. Provide teaching staff with a resource library of adapted curriculum, as well as access to materials to foster differentiated instruction within their content area classroom.
  19. Foster and help develop the ability of special education students to become independent learners and self-advocates.
  20. Consider the best long- term and transition needs of the special education student. Institute referrals to outside agencies (BVR, career centers, etc.) as appropriate.
  21. Intervention Specialist is expected to maintain a creative, challenging, caring, engaging and dynamic environment in the Collaboration Room.
  22. Intervention Specialist is expected to play a significant role in student discipline within their classroom and the greater school community, working with the administration to help improve student engagement, attitudes and behavior.
  23. Regular communication with parents and guardians concerning progress with IEP goals and accommodations is expected. 
  24. Participation, supervision and/or attendance is required of Intervention Specialist at no fewer than 4 after school events.  Attendance at least 1 of 2 Open House Nights, New Student Orientation and Graduation are required.
  25. Licensure renewal requirements are expected to be met, including engaging in relevant professional development and participation in required mentor programs when applicable.  Licensure renewal activities must adhere to the practices and standards established by the LPDC. 
  26. Intervention Specialists are required to attend scheduled professional development, in-service days.

• Teachers are expected to adhere to the Licensure Code of Professional Conduct for Ohio Educators.