Special Education District Counselor

Reports to: Director of Special Services                 

Dept./School: Special Service Department

Exemption Status: Exempt                                     

Days:  11 month work calendar   

Pay Grade: Professional (per district compensation plan)

Primary Purpose

Provide counseling services and behavioral support to students receiving special education services to promote academic, social-emotional, and behavioral success. Support campuses in implementing individualized interventions aligned to IEP goals. Collaborate with ARD committees, families, and staff to address mental health, crisis response, transition planning, and behavioral needs in compliance with state and federal regulations.

Qualifications

Education/Certification

• Master’s degree in counseling or related field
• Valid Texas School Counselor certificate (required)
  or
  Licensed Professional Counselor (LPC) in the State of Texas (as required by district)
• Valid Texas teaching certificate (preferred)

Special Knowledge/Skills

• Knowledge of IDEA, Texas Education Code, and special education procedures
• Knowledge of counseling theories, crisis intervention, and trauma-informed practices
• Knowledge of behavioral intervention strategies and Positive Behavioral Interventions and Supports (PBIS)
• Ability to conduct functional behavioral assessments (preferred)
• Strong communication, collaboration, and conflict resolution skills
• Ability to maintain confidentiality and ethical standards
• Knowledge of community mental health resources

Experience

• Minimum three years of experience in school counseling or related field preferred
• Experience working with students with disabilities preferred

Major Responsibilities and Duties

Student Counseling and Support

1. Provide individual and group counseling services to students receiving special education services.
2. Support students with social-emotional learning, coping skills, and behavioral regulation.
3. Assist in crisis intervention and threat assessment processes as needed.
4. Collaborate with campus staff to support students experiencing emotional or behavioral challenges.
5. Support transition planning for students, including postsecondary readiness and independent living skills when applicable.

IEP and ARD Committee Participation

1. Participate as a member of the ARD committee when counseling services are being considered or provided.
2. Assist in developing measurable counseling goals aligned with evaluation data.
3. Monitor progress toward IEP counseling and behavioral goals.
4. Provide input during manifestation determination reviews when appropriate.

Behavioral and Mental Health Support

1. Assist in conducting functional behavioral assessments (FBAs) and developing Behavior Intervention Plans (BIPs).
2. Provide consultation to teachers regarding classroom strategies and behavioral supports.
3. Collaborate with related service providers, administrators, and outside agencies to coordinate services.
4. Connect families with community mental health resources when appropriate.

Compliance and Documentation

1. Maintain accurate counseling documentation in compliance with district, state, and federal requirements.
2. Ensure confidentiality in accordance with FERPA and ethical counseling standards.
3. Support campuses in implementing behavioral and mental health components of IEPs.

Consultation and Training

1. Provide professional development to staff on trauma-informed practices, de-escalation strategies, and social-emotional supports.
2. Serve as a resource for campuses regarding mental health and behavioral supports within special education.
3. Assist in developing district-wide initiatives to improve behavioral and emotional support for students with disabilities.

Professional Responsibilities

1. Maintain professional licensure and certification requirements.
2. Participate in ongoing professional development.
3. Comply with district policies and administrative procedures.

Supervisory Responsibilities

None.

Mental Demands/Physical Demands/Environmental Factors

Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment

Posture: Prolonged sitting; frequent standing, kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: Regular light lifting and carrying (less than 15 pounds); occasional physical restraint of students to control behavior

Environment: Work inside, may work outside

Mental Demands: Maintain emotional control under stress; may work prolonged or irregular hours

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.