Teacher 2026-2027, Special Education SSCIP (Structured Social Communication & Intervention Prog[...]

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. 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 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. 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 Maintain emotional control under stress Make quick decisions related to student safety Sustain focus in a fast‑paced environment Work prolonged or irregular hours, as needed #J-18808-Ljbffr Cypress-Fairbanks ISD