7-12 Intervention Specialist

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).

Main responsibilities include, but are not limited to:

• Create and implement differentiated curriculum for individual and/or small groups of special education students during their collaboration period or in the general classroom setting.
• Contribute to an environment that fosters 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.
• Maintain a fair and equitable case load distribution.
• 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.

PRIMARY CASE LOAD RESPONSIBILITIES

• Collaboratively with the Testing Coordinator, coordinate and facilitate all standardized testing administration for students with testing accommodations.
• Intervention Specialist may be responsible for a home base cohort.
• Responsible for the placement of special needs students in the least restrictive environment in the school. ACPA’s special education program being a full-inclusion model, means students are placed in the regular classroom setting.
• Be the primary advocate for the special education student. He/she is responsible for establishing a productive and supportive relationship with the student and help him/her be academically successful, despite any disabilities, at ACPA.
• Monitor and maintain testing security in the collaboration room for students utilizing testing accommodations.
• Intervention Specialists will monitor student progress, regularly circulate around the classroom, and actively work with individual, small groups, and whole group of students when students are assigned to the Collaboration Room and in the general classroom setting. Intervention Specialists will complete paperwork obligation at times when students are not assigned to the Collaboration Room.
• Intervention Specialists will create, post, and consistently implement expectations for student behavior and classroom norms for the Collaboration Room, including cell phone policies, pass policies, and communication with the Front Office regarding attendance.
• Inform staff of student accommodations and collaborate with teaching staff to implement them.
• Progress Monitoring __ Monitor student’s Present Level of Performance (PLOP) in regular classes through observations and collaboration with general education teachers.
• Research traditional and technology-based assessment tools to establish student baseline data, obtain PLOP data, and track IEP goals.
• Write, keep compliant and administer IEP’s using input from school psychologist, classroom teachers, parents and students.
• Complete all necessary and relevant paperwork, meetings scheduling, logs, etc. on time and in a legal, compliant and thorough manner, in all regards.
• Collaborate with the school psychologist to write Multi-Factored Evaluations.
• Attend professional development programs to stay current on special education best practices and law.
• 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.
• Foster and help develop the ability of special education students to become independent learners and self-advocates.
• Consider the best long- term needs of the special education student. Institute referrals to outside agencies (BVR, career centers, etc.) as appropriate.
• Regular communication with parents and guardians concerning progress with IEPs and accommodations is expected.