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.