2026-2027, Special Education Behavior Support Specialist, 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.