Position Type: Student Support Services/ Intervention Specialist
Date Posted: 2/9/2026
Location: New Albany Early Learning Center
Date Available: 08/14/2026
Salary based on experience and educational level on Teachers' Salary Schedule
Overview Under the direction of the Director of Special Education and working in cooperation with appropriate district supervisors, teachers, parents, and students, the Intervention Specialist (Pre-K Itinerant Teacher) provides specially designed instruction (SDI) and consultation services to preschool-aged children with disabilities in diverse settings, including homes, community childcare, and district classrooms. This specialized role also serves as the district's primary case manager for Autism Scholarship and Jon Peterson Special Needs (JPSN) Scholarship IEPs, grades PK-12+. The candidate acts as the Special Education Representative for Out-of-District (OOD) meetings, ensuring legal compliance and mandatory representation for students in external programs.
Key Qualifications
Valid Ohio Educator Licenses; General Education (Early Childhood P-3) with Prekindergarten Special Needs Endorsement.
Minimum of 3 years in preschool special education with demonstrated expertise in writing IEPs for students with Autism.
Ability to negotiate and lead complex meetings with external providers and legal advocates.
Strong travel management skills and a valid driver's license for daily travel between community and residential locations.
Excellent communication skills with both children and adults.
Ability to maintain and organize confidential records.
Understanding and commitment to following all related laws and standards, including IDEA and a deep understanding of Ohio's Operating Standards for Children with Disabilities.
Organizational, scheduling, and planning skills to manage a complex caseload and student schedules.
Good working knowledge of principles, methods, and procedures for diagnosis and treatment according to IDEA.
Essential Functions of the Job
Provide 1:1 or small group intervention to students (ages 3–5) as outlined in their IEPs.
Provide services for itinerant students, which includes identified IEP minutes, preschool curriculum, and consultation with families and community teachers.
Open all documents, send invitations, write IEPs, and lead meetings for students choosing itinerant services.
Create and communicate schedules to families; act as a liaison between families, service providers (SLP, OT), and community sites.
Conduct ongoing assessments, including the Early Learning Assessment (ELA) and Childhood Outcomes Summary (COS), and complete progress reports three times a year.
Serve as the lead writer and case manager for all Autism and Jon Peterson Scholarship IEPs grades PK-12+.
For students living in New Albany but attending scholarship programs, gather profile data, transition information, and goal suggestions from external providers to finalize IEPs.
Ensure IEPs are sent to Special Education Administration to finalize within the Scholarship Application System (OH|ID portal) and ensure all documentation meets ODE standards and legal timelines.
Collaborate with private providers (e.g., Marburn, CJDS, CSG) to gather progress data and ensure all parties are represented at meetings.
Evaluation Team Member (ETR)
Assist with the supervision of preschoolers during the screening process.
Complete required observations for students moving from screening to evaluation; document findings in ETR sections 1 and 2.
Complete the initial Childhood Outcomes Summary Form (I-COSF) for all preschoolers who qualify for services.
Attend all suspected disability and ETR meetings for students at private sites (e.g., CJDS, Marburn), signing as the general education teacher or intervention specialist as appropriate.
Out-of-District (OOD) Representation
Attend all OOD IEP and ETR meetings as the mandated Special Education Representative.
Ensure services in OOD settings are appropriate, legally compliant, and aligned with district resources.
Act as the primary liaison between New Albany-Plain Local Schools and non-public schools or scholarship providers.
Knowledge, Skills and Abilities (KSA)
Must display competencies in PK screening and assessment, and possess knowledge of interventions to support individual student needs related to disability areas associated with IDEA.
Must demonstrate the ability to coordinate special education services and comply with special education rules and due process requirements.
Must be able to work in team decision-making situations.
Must possess strong consulting skills with school personnel, parents, and other professionals.
Must demonstrate knowledge of Multi-Tiered Systems of Support (MTSS) and various evidence-based interventions.
Knowledge of and demonstrated ability to use relevant technology for assessment, direct and explicit instruction, accommodations, and communication.
Perform all other related work delegated or required to accomplish the objectives of school and/or district initiatives.
Must have the demonstrated ability to report to work on a regular and punctual basis with ability to adjust the teacher work day to the appropriate building according to necessary meeting schedules and the negotiated contractual agreement.
Ability to communicate effectively orally and in writing.
Ability to establish and maintain cooperative and effective working relationships with others.
Working knowledge of special education laws, rules, and regulations and of district policies and procedures; and the ability to apply these to help ensure District compliance.
Working knowledge of the principles, practices, and ethical standards of preschool services; relevant state and federal laws, rules, and regulations; and applicable district policies and procedures.
Ability to deal effectively and appropriately with students, parents, and other educational professionals regarding student concerns and problems.
Ability to consult with school personnel in developing and implementing effective interventions for students.
Other duties as assigned to best meet the academic and developmental needs of students.
The Successful Candidate Will Possess the key responsibilities, qualifications, meet the minimum knowledge, skills, and abilities as outlined above, and have a valid Intervention Specialist License to teach in the State of Ohio.
Physical Demands & Work Environment Position is mostly indoors. While performing the duties of this job, the employee is frequently required to walk and stand. Occasionally the employee will sit and/or run. The employee will frequently bend or twist at the trunk while performing the duties of this job. The employee will frequently squat, stoop, kneel, reach above the head, reach forward and repeat the same hand motion many times while performing the duties of the job. The employee may routinely lift and move objects greater than 50 pounds. The employee must also have the ability to work in a noisy environment, including extreme variations in temperatures to supervise students in and out of the school building. The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance. While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as, a noisy environment and be able to tell where a sound is coming from. The employee must be able to communicate to the team in order to give directions.
Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually varied depending on classroom or building level activity.
Equal Opportunity Employer Statement The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.
#J-18808-Ljbffr
Date Posted: 2/9/2026
Location: New Albany Early Learning Center
Date Available: 08/14/2026
Salary based on experience and educational level on Teachers' Salary Schedule
Overview Under the direction of the Director of Special Education and working in cooperation with appropriate district supervisors, teachers, parents, and students, the Intervention Specialist (Pre-K Itinerant Teacher) provides specially designed instruction (SDI) and consultation services to preschool-aged children with disabilities in diverse settings, including homes, community childcare, and district classrooms. This specialized role also serves as the district's primary case manager for Autism Scholarship and Jon Peterson Special Needs (JPSN) Scholarship IEPs, grades PK-12+. The candidate acts as the Special Education Representative for Out-of-District (OOD) meetings, ensuring legal compliance and mandatory representation for students in external programs.
Key Qualifications
Valid Ohio Educator Licenses; General Education (Early Childhood P-3) with Prekindergarten Special Needs Endorsement.
Minimum of 3 years in preschool special education with demonstrated expertise in writing IEPs for students with Autism.
Ability to negotiate and lead complex meetings with external providers and legal advocates.
Strong travel management skills and a valid driver's license for daily travel between community and residential locations.
Excellent communication skills with both children and adults.
Ability to maintain and organize confidential records.
Understanding and commitment to following all related laws and standards, including IDEA and a deep understanding of Ohio's Operating Standards for Children with Disabilities.
Organizational, scheduling, and planning skills to manage a complex caseload and student schedules.
Good working knowledge of principles, methods, and procedures for diagnosis and treatment according to IDEA.
Essential Functions of the Job
Provide 1:1 or small group intervention to students (ages 3–5) as outlined in their IEPs.
Provide services for itinerant students, which includes identified IEP minutes, preschool curriculum, and consultation with families and community teachers.
Open all documents, send invitations, write IEPs, and lead meetings for students choosing itinerant services.
Create and communicate schedules to families; act as a liaison between families, service providers (SLP, OT), and community sites.
Conduct ongoing assessments, including the Early Learning Assessment (ELA) and Childhood Outcomes Summary (COS), and complete progress reports three times a year.
Serve as the lead writer and case manager for all Autism and Jon Peterson Scholarship IEPs grades PK-12+.
For students living in New Albany but attending scholarship programs, gather profile data, transition information, and goal suggestions from external providers to finalize IEPs.
Ensure IEPs are sent to Special Education Administration to finalize within the Scholarship Application System (OH|ID portal) and ensure all documentation meets ODE standards and legal timelines.
Collaborate with private providers (e.g., Marburn, CJDS, CSG) to gather progress data and ensure all parties are represented at meetings.
Evaluation Team Member (ETR)
Assist with the supervision of preschoolers during the screening process.
Complete required observations for students moving from screening to evaluation; document findings in ETR sections 1 and 2.
Complete the initial Childhood Outcomes Summary Form (I-COSF) for all preschoolers who qualify for services.
Attend all suspected disability and ETR meetings for students at private sites (e.g., CJDS, Marburn), signing as the general education teacher or intervention specialist as appropriate.
Out-of-District (OOD) Representation
Attend all OOD IEP and ETR meetings as the mandated Special Education Representative.
Ensure services in OOD settings are appropriate, legally compliant, and aligned with district resources.
Act as the primary liaison between New Albany-Plain Local Schools and non-public schools or scholarship providers.
Knowledge, Skills and Abilities (KSA)
Must display competencies in PK screening and assessment, and possess knowledge of interventions to support individual student needs related to disability areas associated with IDEA.
Must demonstrate the ability to coordinate special education services and comply with special education rules and due process requirements.
Must be able to work in team decision-making situations.
Must possess strong consulting skills with school personnel, parents, and other professionals.
Must demonstrate knowledge of Multi-Tiered Systems of Support (MTSS) and various evidence-based interventions.
Knowledge of and demonstrated ability to use relevant technology for assessment, direct and explicit instruction, accommodations, and communication.
Perform all other related work delegated or required to accomplish the objectives of school and/or district initiatives.
Must have the demonstrated ability to report to work on a regular and punctual basis with ability to adjust the teacher work day to the appropriate building according to necessary meeting schedules and the negotiated contractual agreement.
Ability to communicate effectively orally and in writing.
Ability to establish and maintain cooperative and effective working relationships with others.
Working knowledge of special education laws, rules, and regulations and of district policies and procedures; and the ability to apply these to help ensure District compliance.
Working knowledge of the principles, practices, and ethical standards of preschool services; relevant state and federal laws, rules, and regulations; and applicable district policies and procedures.
Ability to deal effectively and appropriately with students, parents, and other educational professionals regarding student concerns and problems.
Ability to consult with school personnel in developing and implementing effective interventions for students.
Other duties as assigned to best meet the academic and developmental needs of students.
The Successful Candidate Will Possess the key responsibilities, qualifications, meet the minimum knowledge, skills, and abilities as outlined above, and have a valid Intervention Specialist License to teach in the State of Ohio.
Physical Demands & Work Environment Position is mostly indoors. While performing the duties of this job, the employee is frequently required to walk and stand. Occasionally the employee will sit and/or run. The employee will frequently bend or twist at the trunk while performing the duties of this job. The employee will frequently squat, stoop, kneel, reach above the head, reach forward and repeat the same hand motion many times while performing the duties of the job. The employee may routinely lift and move objects greater than 50 pounds. The employee must also have the ability to work in a noisy environment, including extreme variations in temperatures to supervise students in and out of the school building. The specific vision requirements of the job include good depth perception and occasionally being able to see objects/persons at a distance. While performing the duties of the job the employee frequently is required to hear conversation in quiet, as well as, a noisy environment and be able to tell where a sound is coming from. The employee must be able to communicate to the team in order to give directions.
Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Occasionally the employee must be able to meet deadlines with severe time constraints and interact with public and other workers. The noise level in the environment is usually varied depending on classroom or building level activity.
Equal Opportunity Employer Statement The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identity), disability, age, religion, military status ancestry, genetic information (collectively, "Protected Classes"), or any other legally protected category, in its programs and activities, including employment opportunities.
#J-18808-Ljbffr