Elementary School: Teacher Special Education Communication, Language, and Social Skills (CLaSS) Plus 2026-2027

About the role

Teacher Special Education Elementary School CLASS Plus will provide students receiving special education services with behavioral and social skills necessary to be educated in an inclusive setting, and to increase the students' social abilities in order to be successful in transition into adulthood. Overarching goals include increasing independence, improving social relationships, increasing prosocial behaviors, and other skills students can further utilize as they transition into adulthood. Primary Location: TEXAS. School Year: 2026-2027.

Responsibilities

• Work collaboratively with parents, students, school/community personnel in the development of clear, measurable Individual Education Plan (IEP) goals and objectives that are aligned with the Texas Essential Knowledge and Skills (TEKS)
• Apply knowledge of human development and disabilities to plan and implement appropriate curriculum with appropriate accommodations, modifications and adaptations
• Document ongoing student progress, retain and maintain accurate records, including but not limited to support and service logs, regular data collection on IEP targets and behavior (skill development and mastery) and progress updates
• Administer and analyze student assessment appropriately, including but not limited to state and district testing and informal criterion-referenced assessments
• Develop Present Levels of Academic And Functional Performance (PLAAFP) and annual goals/objectives based on the results of administered student assessments
• Prepare, organize and implement lesson plans that are developmentally and age-appropriate based on student IEPs, including behavior intervention plans and accommodations/modifications of materials and curriculum
• Collaborate with general education teachers to align academic lesson plans to general education curriculum
• Use appropriate adaptive and assistive technology as documented in the ARD and/or recommended by related service providers to facilitate learning, communication, mobility and positioning
• Execute behavioral strategies as indicated in students' ARD documents (e.g., reinforcements, consequences, contingencies)
• Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when student is in danger of harming self or others
• Provide for basic needs of students who, because of their disability, are not able to care for themselves, including but not limited to self-care skills
• Direct, train, assign and oversee the activities of an educational setting paraprofessional, aide, and provide input into performance evaluation process
• Conduct instructional or other professional activities consistent with the requirements of state and federal laws
• Safeguard confidentiality with regard to students with disabilities
• Prepare paperwork for and participate in Admission, Review and Dismissal (ARD) meetings
• Participate in appropriate on-campus and off-campus professional development activities as required or assigned
• Supervisory Responsibilities: None

Requirements

The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position