Teacher Special Education-Centralized Behavior Program 2026-2027

%3Cb%3EJob Overview%3C/b%3E%3Cbr%3EThe Teacher Special Education-Centralized Behavior Program, will provide instruction in academic, behavior, communication, independent living, life, social and personal care skills to elementary-aged students with significant emotional and behavioral, cognitive, and/or communicative disabilities, using a variety of evidence-based academic and social-emotional based teaching techniques, materials and equipment. Students served in the Centralized Behavior Program may exhibit a high level of external behavior outbursts such as physical and/or verbal aggression, elopement and property destruction. Any teacher who will coach a UIL sport will also provide athletic services related to that athletic sport and the athletic program.%3Cp%3E%3Cb%3EPosition Description%3C/b%3E%3Cp%3E%3Cb%3EEssential Duties and

Responsibilities

%3C/b%3E%3Cbr%3E%3Cbr%3E%3Cb%3EService Delivery %3C/b%3E%3Cul%3E%3Cli%3EHold a strong background or desire to work successfully with students with significant emotional, behavioral and cognitive disabilities, which can include extreme physical and/or verbal aggression to self and/or others %3C/li%3E%3Cli%3EIs knowledgeable and can apply research-based curriculum and interventions for students based on their emotional needs, including conducting daily, research-based Social Emotional Learning (SEL) lessons on a daily basis %3C/li%3E%3Cli%3EConduct instructional activities which promote and develop successful learning, for multiple grade levels of students %3C/li%3E%3Cli%3EProvide consistent expectations and routines to facilitate a highly-structured environment %3C/li%3E%3Cli%3ECan serve as a positive role model for students by demonstrating skills from which students can emulate %3C/li%3E%3Cli%3EDemonstrate exceptional interpersonal relationship and professionalism with students, staff, parents and administrators %3C/li%3E%3Cli%3EDocument ongoing student progress daily, retain and maintain accurate records, including but not limited to daily and weekly progress/activity summaries to parents of students in the program, as well as regular data collection on IEP targets and behavior (skill development and mastery) %3C/li%3E%3Cli%3EAdminister and analyze student assessment appropriately, including but not limited to informal criterion/norm referenced assessments, such as Ren360, ABLLS, and other informal assessment measures %3C/li%3E%3Cli%3EPrepare, organize and implement lesson plans that are developmentally age-appropriate and individualized, based on the student IEPs, including behavior intervention plans and adaptations of materials and curriculum %3C/li%3E%3Cli%3EUse appropriate adaptive equipment and assistive technology as documented in the ARD and/or recommended by related service providers to facilitate learning, communication, mobility and positioning %3C/li%3E%3Cli%3EProvide behavioral strategies as indicated in students%27 ARD documents (e.g., reinforcements, consequences, contingencies) %3C/li%3E%3Cli%3EIntervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when student is in danger of harming themselves or others %3C/li%3E%3Cli%3EImplement Applied Behavior Analysis interventions under the supervision of a Board Certified Behavior Analyst (BCBA) as part of the need for each individual student %3C/li%3E%3Cli%3EAssist students with personal care services (e.g., feeding, cleaning, dressing, lifting, positioning, transitioning, toileting, changing) may be more than 50% of the work day %3C/li%3E%3C/ul%3E%3Cb%3ECompliance %3C/b%3E%3Cul%3E%3Cli%3ESafeguard confidentiality with regard to students with disabilities%3C/li%3E%3Cli%3EProvide instruction and other professional activities which are consistent with the requirements of state and federal laws%3C/li%3E%3Cli%3EPrepare paperwork for and actively participate in Admission, Review, Dismissal (ARD) meetings%3C/li%3E%3Cli%3EAdhere to all federal, state and local laws, regulations and policies%3C/li%3E%3Cli%3EMaintain appropriate documentation and conduct tasks related to the District%27s Medicaid reimbursement program%3C/li%3E%3C/ul%3E%3Cb%3EProgram Support %3C/b%3E%3Cul%3E%3Cli%3EWork collaboratively with parents, students, and school/community personnel in the development of clear, measurable Independent Education Plan (IEP) goals and objectives that are aligned with the Texas Essential Knowledge and Skills (TEKS), which include but are not limited to Present Levels of Academic Achievement and Functional Performance (PLAAFPs), Behavior Intervention Plans (BIPs), Autism and transportation supplements, and other individual IEP support components%3C/li%3E%3Cli%3EDirect and oversee the activities of educational setting paraprofessional(s), aide(s), volunteer(s), or peer tutor(s)%3C/li%3E%3Cli%3ECommunicate effectively with internal and external stakeholders to advance the mission and vision of the Centralized Behavior Program%3C/li%3E%3Cli%3EParticipate in and attend professional learning communities that prioritize student and adult learning%3C/li%3E%3Cli%3EParticipate in appropriate professional development activities as required or assigned%3C/li%3E%3Cli%3EPromote a positive, inclusive culture and climate through collaboration%3C/li%3E%3Cli%3EProvide transition support and services to students returning to home campus and/or transitioning from an out-of-district placement%3C/li%3E%3C/ul%3E%3Cb%3EIf the position is tied to coaching a UIL sport, the following essential duties and

responsibilities

are applicable to coaching%5C:%3C/b%3E%3Cul%3E%3Cli%3EPerform coaching duties as assigned as well as other duties required for the smooth, efficient operation of a successful athletic program%3C/li%3E%3Cli%3EPossess knowledge and adheres to UIL rules and regulations%3C/li%3E%3Cli%3EAssist the Athletic Department with budget, schedules, care/use of facilities%3C/li%3E%3Cli%3ECommunicate with the Athletic Department on a regular basis%3C/li%3E%3C/ul%3E%3Cul%3E%3C/ul%3E%3C/ul%3E%3Cb%3ESupervisory

Responsibilities

%3C/b%3E%3Cul%3E%3Cli%3ENone %3C/li%3E%3C/ul%3E %3Cb%3EQualification Requirements%3C/b%3E%3Cbr%3E%3Cbr%3E%3CI%3ETo perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions.%3C/I%3E%3Cul%3E%3Cli%3EBachelor%27s degree Education or related field %3C/li%3E%3Cli%3EValid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment Appropriate content area certification for the subject and grade level of the assignment, or demonstrate competency through the state%27s 2010 and 2011 High Objective Uniform State Standard of Evaluation (HOUSSE) %3C/li%3E%3Cli%3EValid Special Education Certification EC-12 %3C/li%3E%3Cli%3EDe-Escalation/Restraint Certification Crisis Prevention Intervention (CPI) certification required within 30 days of providing instruction (district-provided training) %3C/li%3E%3Cli%3EApplied Behavior Analysis (ABA) training required within one year of hire date %3C/li%3E%3Cli%3EValid Driver%27s license with CDL Certification preferred if coaching a UIL sport %3C/li%3E%3Cli%3E Coaching experience preferred if coaching a UIL sport %3C/li%3E%3Cli%3ETrained in the area of Restorative Practices preferred%3C/li%3E%3C/ul%3E%3Cb%3EPhysical Requirements/Working Conditions%3C/b%3E%3Cbr%3E%3Cbr%3EThe work environment characteristics and physical demands 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. Work is performed in classrooms, offices, work stations and meeting rooms.%3Cbr%3E%3Cbr%3EThe position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress.%3Cbr%3E%3Cbr%3E%3Cb%3EAdditional Information%3C/b%3E%3Cul%3E%3Cli%3EThe employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students%27 behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. %3C/li%3E%3C/ul%3E