PRIMARY PURPOSE:

Provide specially designed instruction to students with disabilities who demonstrate significant deficits in social communication social interaction and behavioral regulation. Adapt the content methodology and delivery of instruction to address students unique disability-related needs.

Serve students whose Individualized Education Programs (IEPs) target social communication social-emotional sensory regulation and behavioral skills that interfere with their ability to access instruction and interact appropriately with peers and adults.

Implement a structured instructional program that emphasizes the development of social communication self-regulation (including sensory regulation) and adaptive behavior skills to support access to appropriately ambitious learning goals in the Least Restrictive Environment (LRE).

QUALIFICATIONS:

Education/Certification:

Bachelors degree from accredited university

Valid Texas teaching certificate that matches thecontent areaand grade level of the assignment AND

Valid Texas teaching certificate with required special education endorsements for assignments

Special Knowledge/Skills:

• Knowledge of instructional needs of students with social communication and behavioral disabilities
• Knowledge of FBAs BIPs and behavior intervention strategies
• Knowledge of social-emotional learning and social communication development
• Knowledge of sensory regulation and the use of embedded sensory supports to increase student access to instruction
• Knowledge of curriculum adaptation and differentiated instruction
• Knowledge of data collection and progress monitoring
• Ability to implement structured classroom systems and behavior supports with fidelity
• Ability to model prompt and reinforce appropriate social communication and interaction skills
• Ability to de-escalate behavior and respond to crisis situations using district-approved strategies
• Strong classroom management collaboration and communication skills

TERMS OF EMPLOYMENT:

Probationary/Term Contract: 187 days

SALARY:

Pay Grade T60 (Teacher Classification) as approved by the Board of Trustees

ESSENTIAL FUNCTIONS:

Attendance

• Regular and reliable attendance is an essential job function

Instructional Strategies

• Develop and implement IEPs in collaboration with students parents and staff
• Provide specially designed instruction aligned to students individual needs
• Adapt instruction to support appropriately ambitious learning goals
• Deliver explicit instruction in social communication self-regulation (including sensory regulation) and social-emotional skills
• Integrate communication and regulation strategies across academic and school settings
• Use a variety of instructional strategies including modeling guided practice and structured opportunities for interaction
• Serve as case manager and/or teacher of record and ensure IEP implementation with fidelity
• Collaborate with general education staff to support student access to the LRE as appropriate

Behavior Program Implementation

• Implement structured classroom systems routines and procedures aligned to district guidelines
• Maintain a structured learning environment that supports communication predictability engagement and sensory regulation
• Implement individualized behavior supports aligned to student IEPs and BIPs
• Utilize embedded sensory supports (e.g. movement opportunities flexible seating fidgets visual and auditory supports) to promote regulation and access to instruction
• Teach and reinforce appropriate social communication interaction and self-regulation skills
• Provide structured opportunities for students to practice and generalize skills across settings
• Use proactive consistent and predictable responses to student behavior to promote safety and positive interactions

Data Collection & Progress Monitoring

• Collect and maintain accurate academic behavioral and social communication data
• Use data to inform instruction behavior supports and IEP progress
• Maintain required documentation in accordance with district procedures

Student Growth and Development

• Monitor and assess student progress in social communication behavior and academics
• Support development of self-regulation social awareness and relationship skills
• Facilitate generalization of communication sensory regulation and social skills across settings
• Support transitions to less restrictive environments as appropriate
• Provide or supervise personal care needs as outlined in the IEP

Classroom Management and Organization

• Maintain a structured classroom with clear routines expectations communication supports and embedded sensory supports
• Ensure classroom schedules and systems are consistently implemented
• Maintain appropriate supervision and student safety at all times
• Protect students staff and property through appropriate procedures
• Supervise and direct paraprofessionals to ensure effective implementation of the program

Collaboration & Communication

• Collaborate with staff related service providers (including speech therapists) and administrators
• Communicate regularly with parents regarding student progress
• Participate in IEP meetings staffings and problem-solving teams
• Coordinate with general education staff regarding student supports and communication needs

Crisis Prevention & Intervention

• Implement proactive strategies to prevent behavioral escalation
• Respond to crises using district-approved de-escalation physical intervention and time-out procedures when necessary
• Maintain safety during incidents involving high-risk behaviors
• Follow district procedures for documentation and parent communication

SUPERVISORY RESPONSIBILITIES:

• Direct the work of instructional aide(s) if assigned.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used:Computer instructional adaptive and safety equipment

Posture & Motion: Frequent standing walking bending and movement throughout the classroom and campus

Lifting:

• May require lifting positioning and assisting students
• May require physical intervention in accordance with district guidelines

Environment:

• Work in a structured special education setting
• May encounter disruptive or aggressive student behaviors including physical aggression elopement and self-injurious behavior and respond in accordance with district safety and crisis intervention procedures
• May encounter biological hazards including bodily fluids (e.g. saliva blood vomit or other bodily fluids) and adhere to district safety protocols and required training (e.g. bloodborne pathogens)
• Work inside and outside with moderate noise levels

Mental Demands:

• Maintain emotional control under stress
• Make quick decisions related to student safety
• Sustain focus in a fast-paced environment

Work prolonged or irregular hours as needed

APPLICATION INFORMATION:

Applications will be reviewed.

Not all applicants will be interviewed.

Hiring Managers may choose to email you regarding this application. Please monitor your email regularly for any communication.

BECOME A TEACHER IN TEXAS:

Experience:

IC