Teacher Special Education-Centralized Behavior Program 2026-2027

Fort Bend ISD; Town of Texas (WI); On-site; USD 45,000 - 60,000; Full time

Benefits offered by this job

Professional development opportunities

Job summary

Fort Bend ISD is seeking a Teacher for the Special Education-Centralized Behavior Program, dedicated to teaching elementary-aged students with significant emotional, behavioral, and cognitive challenges. In this role, you'll implement research-based strategies, maintain records, and provide necessary personal care services to ensure each student's success.

The ideal candidate will have a Bachelor's degree, valid teaching certificate, and expertise in behavior intervention strategies. This position is essential in fostering a structured and supportive learning environment for all students.

Qualifications

• Valid driver's license with CDL certification preferred.
• Coaching experience preferred if coaching a UIL sport.
• De-Escalation/Restraint Certification required within 30 days of hire.

Responsibilities

• Provide instruction to elementary-aged students with disabilities.
• Document student progress and maintain accurate records.
• Conduct daily Social Emotional Learning (SEL) lessons.
• Implement Applied Behavior Analysis interventions.
• Assist with personal care services for students.

Skills

Knowledge of special education practices

Behavior intervention strategies

Communication skills

Crisis management

Ability to coach UIL sport

Education

Bachelor's degree in Education or related field

Valid Teaching Certification

Valid Special Education Certification EC-12

Job description

Job Overview

The Teacher Special Education-Centralized Behavior Program will provide instruction in academic, behavior, communication, independent living, life, social, and personal care skills to elementary-aged students with significant emotional, behavioral, cognitive, and/or communicative disabilities using a variety of evidence-based academic and social-emotional teaching techniques, materials, and equipment. Students served in the Centralized Behavior Program may exhibit a high level of external behavior outbursts such as physical and/or verbal aggression, elopement, and property destruction. Any teacher who will coach a UIL sport will also provide athletic services related to that athletic sport and the athletic program.

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.
• Be knowledgeable and able to apply research-based curriculum and interventions for students based on their emotional needs, including conducting daily, research-based Social Emotional Learning (SEL) lessons.
• Conduct instructional activities that promote and develop successful learning for multiple grade levels of students.
• Provide consistent expectations and routines to facilitate a highly-structured environment.
• Serve as a positive role model for students by demonstrating skills from which students can emulate.
• Demonstrate exceptional interpersonal relationships and professionalism with students, staff, parents, and administrators.
• Document ongoing student progress daily, retain and maintain accurate records, including daily and weekly progress/activity summaries to parents, and regular data collection on IEP targets and behavior.
• Administer and analyze student assessments appropriately, including informal criterion/norm referenced assessments such as Ren360, ABLLS, and other informal assessment measures.
• Prepare, organize and implement lesson plans that are developmentally age-appropriate and individualized, based on the student IEPs, including behavior intervention plans and adaptations of materials and curriculum.
• Use appropriate adaptive equipment and assistive technology as documented in the ARD and/or recommended by related service providers to facilitate learning, communication, mobility, and positioning.
• Provide behavioral strategies as indicated in students' ARD documents (e.g., reinforcements, consequences, contingencies).
• Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when a student is in danger of harming themselves or others.
• Implement Applied Behavior Analysis interventions under the supervision of a Board Certified Behavior Analyst (BCBA) as part of the need for each individual student.
• Assist students with personal care services (e.g., feeding, cleaning, dressing, lifting, positioning, transitioning, toileting, changing) and may be more than 50% of the work day.

Compliance

• Safeguard confidentiality with regard to students with disabilities.
• Provide instruction and other professional activities consistent with the requirements of state and federal laws.
• Prepare paperwork for and actively participate in Admission, Review, Dismissal (ARD) meetings.
• Adhere to all federal, state and local laws, regulations and policies.
• Maintain appropriate documentation and conduct tasks related to the District's Medicaid reimbursement program.

Program Support

• Work collaboratively with parents, students, and school/community personnel in the development of clear, measurable Independent Education Plan (IEP) goals and objectives aligned with TEKS, including PLAAFPs, BIPs, Autism and transportation supplements, and other individual IEP support components.
• Direct and oversee the activities of educational setting paraprofessionals, aides, volunteers, or peer tutors.
• Communicate effectively with internal and external stakeholders to advance the mission and vision of the Centralized Behavior Program.
• Participate in and attend professional learning communities that prioritize student and adult learning.
• Participate in appropriate professional development activities as required or assigned.
• Promote a positive, inclusive culture and climate through collaboration.
• Provide transition support and services to students returning to home campus and/or transitioning from an out-of-district placement.

Coaching Duties

• Perform coaching duties as assigned as well as other duties required for the smooth, efficient operation of a successful athletic program.
• Possess knowledge and adhere to UIL rules and regulations.
• Assist the Athletic Department with budget, schedules, and care/use of facilities.
• Communicate with the Athletic Department on a regular basis.

Supervisory Responsibilities

• None.

Qualification Requirements

• Bachelor's degree in Education or a related field.
• Valid Teaching Certification issued by the Texas Education Agency appropriate to the subject and grade level of assignment. Appropriate content area certification for the subject and grade level of the assignment, or demonstrate competency through the state's 2010 and 2011 High Objective Uniform State Standard of Evaluation (HOUSSE).
• Valid Special Education Certification EC-12.
• De-Escalation/Restraint Certification. Crisis Prevention Intervention (CPI) certification required within 30 days of providing instruction (district-provided training).
• Applied Behavior Analysis (ABA) training required within one year of hire date.
• Valid driver's license with CDL certification preferred if coaching a UIL sport.
• Coaching experience preferred if coaching a UIL sport.
• Training in the area of Restorative Practices preferred.

Physical Requirements / Working Conditions

The work environment consists of 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. 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. Vision abilities required 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 that require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must maintain emotional control under stress.

Additional Information

• The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather.
• This position requires lifting and positioning students, controlling certain behaviors through hands-on intervention strategies and approved physical restraint strategies.
• Teachers 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.