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

Cypress-Fairbanks ISD

Houston (TX)

On-site

USD 52,000 - 66,000

Full time

2 days ago

Be an early applicant

Application generator

An application made for this job — a tailored resume and cover letter that speak straight to the posting.

Get past ATS filters

Job summary

Cypress-Fairbanks ISD in Houston, TX seeks a Special Education Teacher for students with social communication and behavioral needs, delivering specially designed instruction and collaborating on IEPs within a structured, inclusive setting.

The role requires a Bachelor's degree, Texas teaching certificate with SPED endorsements, strong classroom management, data‑driven progress monitoring, and ability to implement BIPs/FBA-based supports to help students access ambitious learning goals in LRE.

Qualifications

Bachelor's degree from an accredited university.
Valid Texas teaching certificate that matches the content area and grade level.
Valid Texas teaching certificate with special education endorsements.

Responsibilities

Develop and implement IEPs in collaboration with students, parents, and staff.
Provide specially designed instruction aligned to students' individual needs.
Adapt instruction to support ambitious learning goals.
Deliver explicit instruction in social communication, self-regulation, and social-emotional skills.
Collaborate with general education staff to support student access to the LRE.
Serve as case manager and ensure IEP fidelity.
Implement structured classroom systems and behavior supports.

Skills

Social interaction

FBAs & BIPs

Social-emotional learning

Sensory regulation

Curriculum adaptation

Data collection

Structured classroom systems

Modeling social skills

De-escalation

Classroom management

Education

Bachelor's degree from accredited university

Texas teaching certificate (content area & grade level)

Special education endorsements

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.

Primary Purpose

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