Teacher 2026-2027, Special Education SSCIP (Structured Social Communication & Intervention Program), MOORE ELEMENTARY SCHOOL

MOORE ELEMENTARY

Houston (TX)

On-site

USD 55,000 - 68,000

Full time

4 days ago

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Job summary

MOORE ELEMENTARY in Cypress-Fairbanks Independent School District, Houston, TX, seeks a Teacher for the 2026-2027 Special Education SSCIP program. The role provides specially designed instruction to students with disabilities, focusing on social communication and behavior supports.

Collaborate on IEPs, maintain student progress data, and deliver structured instruction in a safe, inclusive environment. Candidates must hold a Texas teaching certificate with SPED endorsements and a relevant

Qualifications

Bachelor’s degree required.
Texas teaching certificate with content area and grade level.
Special Education endorsements required for assignments.

Responsibilities

Develop and implement IEPs in collaboration with students, parents, and staff.
Provide specially designed instruction aligned to students’ individual needs.
Collaborate with general education staff to support student access to the LRE.
Implement structured classroom systems and behavior supports with fidelity.
Maintain data collection and progress monitoring records.

Skills

Social communication needs

Behavior supports

Data collection

IEP collaboration

Crisis de-escalation

Classroom management

Collaboration

Communication with parents

Education

Bachelor's degree

Texas teaching certificate

Special education endorsement

Job description

Teacher 2026-2027, Special Education SSCIP (Structured Social Communication & Intervention Program), MOORE ELEMENTARY SCHOOL Cypress-Fairbanks Independent School District MOORE ELEMENTARY - Houston, Texas Open in Google Maps

This job is also posted in Cypress-Fairbanks Independent School District

Job Details

Job ID: 5936467

Application Deadline: Oct 05, 2026 11:59 PM (Central Standard Time)

Re-Posted: Yesterday

Starting Date: Immediately

Job Description

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 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: