Teacher 2026-2027, Special Education SSCIP (Structured Social Communication & Intervention Prog[...]

Cypress-Fairbanks ISD; Cypress (TX); Presencial; USD 50.000 - 70.000; Jornada completa

Descripción de la vacante

Cypress-Fairbanks ISD is looking for a dedicated teacher to support students with disabilities. The role involves providing specially designed instruction tailored to individual learning needs, implementing IEPs, and collaborating with staff to create an inclusive learning environment. The ideal candidate will have a Bachelor’s degree, Texas teaching certification, and experience in special education. Responsibilities also include monitoring student progress and fostering social communication skills. Join us in making a difference in students' lives!

Formación

• Bachelor's degree in education or related field required.
• Texas certification for teaching with special education endorsements.
• Experience working with students with disabilities preferred.

Responsabilidades

• Develop and implement IEPs for students with disabilities.
• Provide specially designed instruction and support for diverse learning needs.
• Monitor progress and adjust instruction based on data.

Conocimientos

Knowledge of instructional needs of students with social communication and behavioral disabilities

Knowledge of FBAs, BIPs, and behavior intervention strategies

Knowledge of sensory regulation and embedded sensory supports

Ability to implement structured systems

Ability to model and reinforce social communication skills

Strong classroom management skills

Collaboration and communication skills

Educación

Bachelor’s degree from accredited university

Valid Texas teaching certificate

Valid Texas special education endorsements

Herramientas

Computer

Instructional equipment

Adaptive equipment

Safety equipment

Descripción del empleo

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

• Bachelor’s degree from accredited university
• Valid Texas teaching certificate that matches the content area and grade level of the assignment
• 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.

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