Middle School: Teacher Special Education Functional Living and School Health (FLaSH) 2026-2027

Job Overview The Teacher Special Education FLaSH Middle School will provide instruction in academic, behavior, communication, independent living, social and personal care skills to students with disabilities using a variety of teaching techniques, materials, and equipment. The Functional Living and School Health Services (FLaSH) program generally serves students with significant physical and/or cognitive disabilities. The students may not be independently mobile and often require full assistance to care for their daily needs. The focus of instruction is visual and auditory stimulation, motor skills development, assistive technology, interaction with others, and, if possible, communication skills. Often students are medically fragile and may require custodial care. Teachers who coach a UIL sport must also provide athletic services related to that sport and the athletic program. Essential Duties and Responsibilities Service Delivery Provide instruction to students with varying disabilities in the development of skills and knowledge that enables them to access the grade‑level curriculum using accommodations and/or modifications in the least restrictive environment. Prepare lesson plans and organize materials that are sequential and meaningful to instruction and geared to the students’ assessed needs, IEP goals and objectives, functioning level, and aligned with the general education curriculum. Execute behavioral strategies as indicated in students’ ARD documents (e.g., reinforcements, consequences, contingencies, etc.). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when students are in danger of harming themselves or others. Utilize data collection tools and assessment results to document ongoing student programming, maintain and retain accurate records, and monitor and adjust instructional, behavioral, and social‑emotional educational plans. Use appropriate adaptive equipment and assistive technology as recommended by related services providers/ARD to facilitate learning, communication, mobility and positioning. Fully implement students’ IEPs, including behavioral intervention plans, social skills, and accommodation/modification of materials and/or curriculum. Provide for basic needs of students who, because of their disability, are not able to care for themselves regarding personal care, including but not limited to personal hygiene, toileting, cleaning, dressing, lifting, positioning, transitioning, and feeding. Collaborate with general education teachers to ensure full implementation of students’ IEPs, including behavioral intervention plans, social skills, and accommodation/modification of materials and/or curriculum. Maintain updated knowledge and understanding of prerequisite skills to students assigned grade‑level content, Texas Essential Knowledge and Skills (TEKS). Under the supervision of the nurse, provide school health services such as G‑Tube feedings, administering medication, etc. Compliance Maintain confidentiality with regard to students with disabilities as required by law. Work collaboratively with parents, students, and school community personnel to develop an Individual Education Plan (IEP) for assigned students. Develop present levels of academic achievement and functional performance (PLAAFP) and annual goals/objectives based on documentation of performance to present during Annual, Review and Dismissal (ARD) meetings. Arrange and prepare draft ARD documents, participate in students’ Full Individual Evaluations (FIE), provide progress reports to parents, and participate in required ARD meetings. Follow all district, state, and federal guidelines related to serving students with disabilities. Conduct and maintain tasks related to the School Health and Related Services program (SHARS), including documentation of the provision of services. Program Support Participate in appropriate professional development activities, as required or assigned by campus, district, or special education department. Provide support and direction to paraprofessionals regarding the implementation of students’ IEPs and needs. Coaching Duties (if applicable) 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, care/use of facilities. Communicate with the Athletic Department on a regular basis. Supervisory Responsibilities None. Qualifications Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Bachelor’s degree in Education or related field. Valid Teaching Certification issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or have received statement of eligibility. Valid Special Education Certification EC‑12, or Special Education Specialist Certification EC‑12. De‑Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district‑provided training). Valid driver’s license with CDL certification preferred if coaching a UIL sport. Coaching experience preferred if coaching a UIL sport. Ability to plan and implement lessons based on needs and abilities of students. Ability to establish and maintain effective relationships with students, peers and parents. Excellent communication skills, both oral and written. Demonstrated knowledge of appropriate technology equipment and software programs. Proven ability to apply knowledge of current research and theory to instructional programs. Physical Requirements / Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Work is performed in classrooms, offices, workstations and meeting rooms. Required activities include occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work‑related items weighing less than 40 pounds, such as books, papers and presentation materials. 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. Specific vision abilities required by this job 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 which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to 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 behavior 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. #J-18808-Ljbffr Fort Bend Independent School District