Special Education Behavior Support Specialist, Carlton CENTER

Position: 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.