Aide Special Education Center Behavior Program 2026-2027

Fort Bend ISD; Town of Texas (WI); On-site; USD 28,000 - 35,000; Full time

Job summary

Fort Bend ISD is hiring an Aide for the Special Education Center Behavior Program to support students with significant emotional, behavioral, cognitive, and communicative needs. This role involves assisting in the implementation of individualized education plans and maintaining a safe, engaging environment for all students.

The ideal candidate will demonstrate a strong background or desire to work with students needing special education services and maintain interpersonal relationships with students.

Qualifications

• Ability to effectively communicate information and ideas both verbally and in writing.
• Proficient in using Windows Operating System and Microsoft Office applications.
• Minimum of 48 college hours required and passing score on Para Professional Assessment.

Responsibilities

• Provide support/services to students in both general and special education.
• Assist teachers in implementing individualized education plans.
• Maintain a safe and engaging environment for students.

Skills

Communication

Behavioral management

Interpersonal skills

Adaptability

Education

Minimum of 48 college hours

Texas Educational Aide Certification (must obtain)

Tools

Microsoft Office Suite

Windows Operating System

Job description

Job Overview

The Aide Special Education Center Behavior Program will provide support/services to students receiving both general education and special education services, with significant emotional, behavioral, cognitive, and/or communicative needs, in the areas of academic, behavior, communication, independent living, life, social and personal care skills. Assist teachers and staff in performing a variety of tasks by implementing and/or documenting the student's individualized education plan. Maintain an environment that is safe and engaging for all students.

Essential Duties and Responsibilities

Service Delivery

• Hold 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
• Serve as a positive role model for students by demonstrating skill from which students can emulate
• Build and maintain strong, interpersonal relationships with students
• Interact with students in a variety of settings to ensure student safety and engagement (e.g., hallways, classroom, restroom, playground, arrival / departure)
• Assist with classroom management by facilitating consistent expectations and routines. Maintain alert attention regarding supervision of students at all times in a variety of settings to promote a highly-structured environment
• Execute behavioral strategies as identified by the teacher based upon ARD documents, 504 plans or BIPs (e.g., reinforcements, consequences, contingencies)
• Implement academic / functional lessons under the guidance and direction of the teacher in a variety of settings (e.g., large group, small group, or independent practice), to include research-based Social Emotional Learning (SEL)
• Assist students with personal care services (e.g., feeding, cleaning, dressing, lifting, positioning, transitioning, toileting, changing) – may be more than 50% of the work day

Compliance

• Record service implementation on approved logs (e.g., inclusive support logs, accommodation logs)
• Collect data, document, and chart student progress in collaboration with the teacher
• Maintain confidentiality of student information

Teacher Support

• Prepare instructional materials under the guidance and direction of the teacher

Supervisory Responsibilities

• None

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.

• Minimum of 48 college hours passing score on the Para Professional Assessment of Knowledge
• Texas Educational Aide Certification or required to obtain within 10 days of hire
• De‑escalation/Restraint Certification when required per district procedure
• 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

Physical Requirements/Working Conditions

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 requires lifting and positioning students, controlling certain behavior through hands‑on intervention strategies and approved physical restraint strategies. Aides are expected to intervene with students’ 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.