Primary Purpose:

 

Serve students who are assigned to ABU following the laws and procedures required for students in Special Education and in compliance with the Student Code of Conduct. Evaluate and document appropriate performance data to monitor student progress and participates in the Admission, Review, and Dismissal (ARD) process. Work in self-contained, team, departmental, or itinerant capacity as assigned. Supervise students assigned to ABU for behavioral reasons as well as monitor behavior students who are transitioning to general education classrooms. Maintain a highly structured and orderly environment.

 

Provide coordination activities and monitoring for students served through special education including assigning paraeducators for direct support, attending ARD meetings, advocating for appropriate services and support, progress monitoring and reporting as required by legal and local guidelines.

 

Qualifications:

 

Education/Certification:

Master’s degree

Texas principal or other appropriate Texas certification

 

Special Knowledge/Skills:

Knowledge of core academic subject assigned

Knowledge of curriculum and instruction

Ability to instruct students and manage their behavior

Strong organizational, communication, and interpersonal skills

 

Experience:

 

Three years experience as certified classroom teacher
Experience working with Behavior Intervention Plans and managing students with challenging behaviors using a proactive system to deescalate student behaviors.

 

Major Responsibilities and Duties:

1. Instruction & Curriculum

• Design and implement individualized, developmentally appropriate instruction aligned with IEP goals.

• Adapt curriculum to support functional academics, life skills, communication, and social-emotional learning.

• Identify, internalize and implement social emotional learning through social skills lessons according to Hardin ABU program guidelines.

• Use evidence-based instructional strategies (e.g., task analysis, modeling, prompting, reinforcement).

• Integrate assistive technology and AAC systems as appropriate.

• Differentiate instruction to meet diverse learning and behavioral needs.

• Work with individual students to complete assignments given by classroom teacher.
• Consult classroom teachers regarding student assignments to regularly modify curricula as needed to assist students in their classroom assignments.

2. Adaptive Behavior & Behavior Support

• Implement Positive Behavior Interventions and Supports (PBIS) within the classroom.

• Develop, implement, and monitor Behavior Intervention Plans (BIPs).

• Teach adaptive skills such as self-care, independence, communication, and social interaction.

• Identify areas needs and teach replacement behaviors as appropriate.

• Collect and analyze behavioral data to inform instruction and interventions.

• Collaborate with behavior specialists, school psychologists, and related service providers.

• Implement behavior system including the use of daily program outlined in the ABU Guidelines.
• Work with campus administrators to create and maintain an orderly and highly structured classroom environment setting consistent daily routines.
• Create classroom environment conducive to learning and appropriate for the social, physical, intellectual, cultural, and emotional development of students.

3. Inclusion Coordination

• Plan and coordinate inclusion opportunities with general education teachers and staff.

• Identify appropriate inclusion settings based on student strengths, interests, and IEP goals.

• Support students during inclusion through accommodations, modifications, and visual supports.

• Train and collaborate with paraprofessionals to support students in inclusive environments.

• Monitor and evaluate student progress in inclusion settings and adjust supports as needed.

• Collect written data to 

• Foster peer interactions and social inclusion through structured and natural opportunities. 

4. IEP Development & Compliance

• Lead the development, implementation, and monitoring of IEPs.

• Ensure compliance with IDEA, state, and district special education regulations.

• Write measurable goals and objectives related to adaptive behavior and inclusion.

• Maintain accurate documentation and progress monitoring data.

• Participate in and facilitate IEP meetings and multidisciplinary team meetings.

5. Collaboration & Communication

• Collaborate with general education teachers, related service providers, and administrators.

• Communicate regularly with families regarding student progress and needs.

• Provide consultation and support to staff regarding accommodations and behavior strategies.

• Participate in professional learning communities and team planning meetings.

6. Supervision & Team Leadership

• Supervise and support paraprofessionals and classroom support staff.

• Provide training on instructional strategies, behavior supports, and inclusion practices.

• Model effective teaching and behavior management techniques.

• Schedule and coordinate staff responsibilities to support student needs.

7. Assessment & Progress Monitoring

• Conduct formal and informal assessments to evaluate student performance.

• Monitor academic, behavioral, and social progress toward IEP goals.

• Use data to adjust instruction, behavior plans, and inclusion supports.

• Prepare progress reports, IEP and evaluation summaries.

8. Professional Responsibilities

• Maintain special education licensure and participate in ongoing professional development.

• Stay current with best practices in adaptive behavior instruction, de-escalation techniques, CPI and inclusive education.

• Uphold ethical standards and confidentiality.

• Advocate for inclusive practices and equitable access to education.

• Other duties as assigned by campus supervisor(s).

 

 

Mental Demands/Physical Demands/Environmental Factors:

 

Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment; [P.E. teachers: automated external defibrillator (AED)]

 

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

 

Motion: Frequent walking

 

Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move text books 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