Key Responsibilities and Required Skills for Intervention Specialist

🎯 Role Definition

An Intervention Specialist delivers targeted academic and behavioral supports to students with diverse learning needs, implements Individualized Education Programs (IEPs), conducts functional assessments, and partners with teachers, families, and multidisciplinary teams to increase student access to the general curriculum. This role emphasizes evidence-based interventions, progress monitoring, compliance with special education law (IDEA/504), and behavior support planning to improve outcomes for students with disabilities.

📈 Career Progression

Typical Career Path

Entry Point From:

Paraprofessional / Special Education Paraeducator
General Education Teacher seeking a special education endorsement
Classroom aide or behavior technician with relevant coursework

Advancement To:

Lead Intervention Specialist / Special Education Team Lead
Behavior Intervention Specialist / Board Certified Behavior Analyst (BCBA) with additional certification
Special Education Coordinator / Program Specialist
Assistant Principal or Director of Student Services

Lateral Moves:

Inclusion Specialist / Co-Teaching Specialist
School Psychologist (with additional credentials)
Educational Diagnostician
Transition Coordinator / Career and Transition Specialist

Core Responsibilities

Primary Functions

Develop, write, and maintain high-quality Individualized Education Programs (IEPs) and 504 plans that include measurable annual goals, accommodations, modifications, and aligned services, ensuring compliance with federal, state, and district special education regulations.
Conduct comprehensive assessments and ongoing evaluation (formal and informal) of academic functioning, social-emotional skills, communication, and adaptive behavior to identify student strengths and needs and to inform individualized instruction.
Design and implement individualized and small-group evidence-based instructional interventions that are differentiated to address literacy, math, language, and executive functioning deficits for students with disabilities.
Implement and monitor behavior intervention plans (BIPs) derived from Functional Behavior Assessments (FBAs), including crisis prevention strategies, de-escalation techniques, and positive behavioral supports to reduce target behaviors and build replacement skills.
Collect, organize, analyze, and graph objective data on target behaviors and academic progress (progress monitoring) to evaluate intervention fidelity and student response to intervention; adjust instruction and supports based on data trends.
Collaborate in multidisciplinary teams (general education teachers, therapists, school psychologists, administrators, and families) to create inclusive strategies, co-teaching models, differentiated lesson plans, and classroom accommodations that promote student access to the general curriculum.
Provide direct specially designed instruction in settings ranging from pull-out support to in-class co-teaching and push-in consultation to maximize student learning and inclusion opportunities.
Serve as case manager for assigned caseload: coordinate eligibility meetings, progress reports, annual reviews, transition planning, parent communications, and documentation in the district electronic case management system.
Facilitate and document effective family engagement by conducting parent conferences, IEP meetings, home-school communication, and training caregivers on strategies to reinforce skills at home.
Plan and implement transition services for students (age-appropriate transition assessments, postsecondary goals, and community-based instruction) to support successful movement from school to post-school options.
Provide crisis intervention and safety support, implement individualized safety plans, and collaborate with administrative teams to ensure safe school environments for students with complex behavioral needs.
Train and supervise paraeducators, classroom assistants, and volunteers on executing IEP goals, behavior plans, behavior de-escalation, data collection procedures, and confidentiality (FERPA/HIPAA as applicable).
Coordinate related services with speech-language pathologists, occupational therapists, physical therapists, and mental health providers to ensure goal alignment and integrated service delivery.
Advocate for student needs in scheduling, placement decisions, and access to school activities, ensuring least restrictive environment (LRE) considerations are documented and followed.
Maintain timely and legally compliant special education documentation (IEP timelines, consent forms, evaluation reports, progress notes), and prepare required reports for compliance audits and monitoring.
Lead or participate in Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS) meetings to recommend tiers of support and specialized interventions for struggling learners.
Use assistive technology and adaptive materials to support communication, literacy, and functional independence for students with complex needs; recommend and train staff/families on device use as needed.
Design and deliver skill-building social skills groups, executive functioning coaching, and self-regulation instruction tailored to individual and group needs.
Monitor and manage student caseload scheduling, behavior support logs, and service minutes to ensure fidelity to IEP provisions and district staffing requirements.
Provide professional development to general education staff on differentiation, classroom management strategies, inclusive practices, and accommodations/modifications for diverse learners.
Participate in eligibility determination meetings, reevaluation planning, and multidisciplinary eligibility teams, ensuring evidence-based recommendations and procedural safeguards are communicated to families.
Support data-driven decision-making by synthesizing assessment results and progress-monitoring data into clear recommendations for instruction, intervention adjustments, and goal revisions.

Secondary Functions

Assist with schoolwide initiatives such as Positive Behavioral Interventions and Supports (PBIS) by helping to design tiered behavior supports and fidelity checks.
Maintain confidential electronic records and case files in the district student information and special education management systems.
Attend faculty meetings, professional learning communities (PLCs), and IEP-related workshops; proactively seek continuing education in special education law, assessment tools, and intervention strategies.
Serve as a resource for substitute teachers covering special education classrooms and for staff during testing and benchmark administration.
Support coordinated efforts for extracurricular inclusion, transportation planning, and community outings for students with special needs.
Participate in school safety planning and emergency response drills with considerations for students with disabilities.

Required Skills & Competencies

Hard Skills (Technical)

Proficient in Individualized Education Program (IEP) development, implementation, and legal compliance.
Skilled in conducting Functional Behavior Assessments (FBAs) and creating evidence-based Behavior Intervention Plans (BIPs).
Experience with progress monitoring tools, curriculum-based measurement (CBM), and data-driven decision making.
Knowledge of Response to Intervention (RTI)/Multi-Tiered Systems of Support (MTSS) frameworks.
Proficient in adapting curriculum and providing differentiated instruction across K–12 grade levels.
Familiarity with assistive technology, augmentative and alternative communication (AAC), and adaptive instructional materials.
Experience using special education case management software (e.g., PowerSchool Special Programs, IEPDirect, Frontline, SEIS).
Strong assessment skills: informal assessments, standardized testing accommodations, and interpretation of psychoeducational reports.
Competence in crisis intervention techniques and behavior management systems (CPI, PBIS, de-escalation).
Basic to advanced proficiency with Microsoft Office Suite and Google Workspace for lesson plans, data tracking, and parent communication.

Soft Skills

Exceptional written and verbal communication skills for clear IEP documentation and family collaboration.
Strong interpersonal and teamwork abilities to collaborate with cross-functional educational teams.
High level of empathy, patience, cultural humility, and dedication to equitable student outcomes.
Strong organizational skills and attention to detail for managing caseloads and compliance timelines.
Problem-solving mindset with the ability to translate assessment data into actionable instructional strategies.
Flexibility and adaptability to respond to changing student needs and school priorities.
Conflict resolution and negotiation skills for conducting sensitive eligibility and parent meetings.
Time management and prioritization skills to balance direct instruction, meetings, and paperwork.
Leadership and coaching skills for mentoring paraeducators and supporting teacher capacity building.
Commitment to continuous learning and professional growth in special education best practices.

Education & Experience

Educational Background

Minimum Education:

Bachelor’s degree in Special Education, Education, or a related field with a state special education certification or endorsement.

Preferred Education:

Master’s degree in Special Education, Applied Behavior Analysis, School Psychology, or Educational Leadership.

Relevant Fields of Study:

Special Education
School Psychology
Applied Behavior Analysis (ABA)
Child/Adolescent Development
Speech-Language Pathology (related coursework)

Experience Requirements

Typical Experience Range:

1–5 years of K–12 experience working directly with students with disabilities, including experience developing and implementing IEPs and behavior plans.

Preferred:

3+ years of special education teaching or related clinical experience, experience as a case manager, training in FBA/BIP development, and familiarity with district/state special education compliance procedures. Additional preferred credentials include a valid state special education teaching license, CPR/First Aid certification, and coursework or certification in behavior intervention (e.g., CPI or BCBA coursework).