High School: Aide Special Education Behavior Support Services (BSS) 2026-2027
Careersection · TEXAS
via taleo · posted 2/1/2027
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Sign up free →%3Cb%3EJob Overview%3C/b%3E%3Cbr%3EThe Aide BSS (Behavior Support Services) will provide support services in the areas of academic, behavior, social and self-care to students identified with severe emotional and behavioral disabilities, utilizing a variety of teaching techniques, materials, and equipment. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and/or documenting the students%27 IEP. The incumbent will maintain an environment that is safe and engaging for all students.%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%3EAssist in providing consistent expectations and routines to facilitate a highly structured environment %3C/li%3E%3Cli%3EUtilize research-based Positive Behavior Support strategies to promote and maintain classroom management and therapeutic rapport with students %3C/li%3E%3Cli%3EAssist in implementing the Behavior Support Services Critical Elements as designated by the Program Manager %3C/li%3E%3Cli%3EAssist in implementing academic/functional lessons and instructional activities for multiple grade levels of students in a variety of settings %3C/li%3E%3Cli%3EMaintain a collaborative working relationship with student and school personnel %3C/li%3E%3Cli%3EExecute behavioral strategies as identified by the teacher based upon ARD documentation %3C/li%3E%3Cli%3EAssist in collecting and analyzing data in the areas of academics, behavior, social and self-care service to monitor progress towards IEP goals and objectives %3C/li%3E%3Cli%3EAssist students with personal care services - may be more than 50% of the day %3C/li%3E%3Cli%3EUnderstand and implement lesson plans prepared by teachers that are developmentally and age-appropriate based on the student IEP, through necessary accommodations and modifications %3C/li%3E%3Cli%3EParticipate in implementing students%27 IEPs, including behavior intervention plans (BIPs) and accommodations/modifications of materials and curriculum %3C/li%3E%3Cli%3ECollaborate under the guidance and direction of the classroom teacher with general education teachers to align lesson plans to the general education curriculum %3C/li%3E%3Cli%3EPrepare and organize behavioral and instructional materials under the guidance and direction of the classroom teacher %3C/li%3E%3Cli%3EConduct daily social skills training through research-based social skills curriculum under the guidance and direction of the classroom teacher %3C/li%3E%3Cli%3EIn collaboration with the teacher, monitor student behaviors inside and outside both the general and special education classrooms (e.g., during class, in the hallways between classes, during assemblies, extracurricular activity meetings or events, fire drills or other group activities) %3C/li%3E%3Cli%3EAssist students with personal care services (e.g. feeding, cleaning, dressing, lifting, positioning, transitioning, 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 in the areas of behavioral and academic performance%3C/li%3E%3Cli%3ERecord service implementation on approved logs (inclusive support, accommodation logs)%3C/li%3E%3Cli%3EConduct instructional and other professional activities consistent with the requirements of state and federal law%3C/li%3E%3C/ul%3E%3Cb%3ETeacher Support%3C/b%3E%3Cul%3E%3Cli%3EMaintain effective and timely written and oral communication with staff or other school personnel%3C/li%3E%3Cli%3EMaintain regular communication with students and appropriate staff members%3C/li%3E%3Cli%3EParticipate in appropriate professional development%3C/li%3E%3C/ul%3E%3Cul%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
Qualification Requirements
To 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.
The 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.
The 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.
Additional Information
To 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.
- Minimum of 48 college hours or passing score on the Para Professional Assessment of Knowledge
- Texas Educational Aide Certification preferred or required to obtain once hired
- De-Escalation/Restraint Certification preferred or required to obtain once hired (district-provided training)
- Proficient in using Windows Operating System as well as Microsoft Office applications (Microsoft Word, Excel, and PowerPoint)
- Ability to effectively communicate information and ideas both verbally and in writing
The 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.
The 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.
Additional Information
- The employee will be required to work outside 25 percent of the time and may be exposed to the elements and inclement weather. This position may have exposure to bodily fluids and the employee must be capable of physically restraining students when necessary following the approved de-escalation/restraint techniques. The employee may be required to lift up to an adult size student using a 2-man lift for personal care needs. The BSS para will demonstrate the ability to respond to risk behavior using nonverbal, verbal, and physical approaches, through the use of the district-approved crisis intervention training. The applicant must possess the ability to maintain emotional control and rationally detach during frequent behavioral interruptions, both verbally and physically, that can become highly stressful situations.
- This position is funded by grant funds. This position may be discontinued if grant funds are no longer available.