What are the responsibilities and job description for the 2026-2027, Special Education Behavior Support Specialist, CARLTON CENTER position at CARLTON CENTER?

PRIMARY PURPOSE:

Support the implementation and effectiveness of campus-based self-contained behavior programs (AB, ABLE, SSCIP) by providing instructional coaching, behavior support, and targeted student interventions. Serve as a campus-based resource to ensure students have access to appropriate, high-quality instruction and behavioral supports aligned to their Individualized Education Programs (IEPs).

QUALIFICATIONS:

Education/Certification:

Bachelor’s degree in Special Education or related field
Valid Texas teaching certificate in Special Education
Demonstrated experience working with students with significant behavioral needs
Training in behavior management and intervention strategies
Strong knowledge of IEP development, implementation, and progress monitoring
Ability to coach, model, and support adult learners
Strong communication, organization, and problem-solving skills

TERMS OF EMPLOYMENT:

Probationary/Term Contract: 187 days

SALARY:

$64,207 (IA-3)

ESSENTIAL FUNCTION

Instructional Support & Program Implementation

Support the implementation of high-quality, specially designed instruction aligned to students’ IEPs
Assist teachers in ensuring students have access to grade-level curriculum in the least restrictive environment appropriate to their needs
Support the development of classroom schedules and instructional structures that maximize student engagement and access
Model instructional strategies and support effective classroom practices

Behavior Support & Intervention

Support the implementation of behavior intervention plans (BIPs) and individualized supports
Provide targeted intervention and support for students with intensive behavioral needs
Assist in analyzing behavioral data and adjusting supports accordingly
Model proactive behavior strategies and de-escalation techniques

Coaching & Professional Support

Provide job-embedded coaching and support to program teachers and paraprofessionals
Model effective instructional and behavior practices
Provide feedback to support continuous improvement of classroom practices
Assist in onboarding and supporting new staff assigned to behavior programs

Training & Capacity Building

Participate in district-level training related to behavior programs and intervention practices
Redeliver and support implementation of district training at the campus level
Provide ongoing training and support to campus staff aligned to program expectations

Collaboration & Program Coordination

Collaborate with campus administrators, special education staff, and related service providers
Support problem-solving and planning for students with intensive needs
Assist with ensuring alignment between program implementation and district expectations

Student & Classroom Support

Provide classroom support as needed, including covering classes during teacher absences or meetings
Assist in maintaining a structured, safe, and supportive learning environment
Support staff in responding to student needs across instructional and non-instructional settings

Crisis Intervention

Implement proactive behavior supports, including de-escalation techniques
Respond to behavioral crises using district-approved intervention techniques
Participate in required crisis intervention training
Use physical intervention (restraint) only in emergency situations and document in accordance with district procedures

SUPERVISORY RESPONSIBILITIES

Provide day-to-day supervision and support to paraprofessionals assigned to behavior programs.

MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS:

Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment; [Physical Education Teachers: Must be willing to obtain and maintain a current automated external defibrillator (AED), CPI and CPR certificate]
Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
Motion: Frequent walking; frequent redirection of students
Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment
Environment: Work inside, may work outside; regular exposure to noise
Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours; de-escalate those in crisis during tense situations

APPLICATION INFORMATION:

Applications will be reviewed.

Not all applicants will be interviewed.

Hiring managers may choose to email you regarding this application. Please monitor your email regularly for any communication.

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2026-2027, Special Education Behavior Support Specialist, CARLTON CENTER

What are the responsibilities and job description for the 2026-2027, Special Education Behavior Support Specialist, CARLTON CENTER position at CARLTON CENTER?

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