| Location | Argyle, TX |
A rgyle
Independent
School
District
__ Job
Title:
BASE
(Behavior,
Academic,
Social
Emotional
Supports)
Teacher
Exemption
Status/Test:
Exempt
Reports
to:
Campus
Principal
Pay
Grade:
Teacher
Dept./School:
Assigned
Campuses
Duty
Days:
187
_____
PRIMARY
PURPOSE
The Self-Contained Behavior Special Education Teacher provides specialized instruction and intensive behavioral support to
students
with
disabilities
whose
individual
needs
require
a
highly
structured
educational
environment.
The
teacher
is
responsible
for
implementing
students'
Individualized
Education
Programs
(IEPs),
Behavior
Intervention
Plans
(BIPs),
accommodations,
modifications,
and
specially
designed
instruction.
The teacher establishes a safe, predictable, and supportive classroom environment that promotes academic achievement, positive
behavior,
social-emotional
development,
communication,
self-regulation,
independence,
and
successful
participation
in
the
school
community.
The
teacher
collaborates
with
campus
administrators,
special
education
staff,
general
education
teachers,
related
service
providers,
behavior
specialists,
parents,
and
other
professionals
to
support
student
growth
and
ensure
compliance
with
state
and
federal
requirements.
QUALIFICATIONS Educ a tion/Certification:
Bachelor's
degree
from
an
accredited
college
or
university
Valid
Texas
Special
Education
certification
appropriate
for
the
assignment
Valid
Texas
Generalist
or
Core
Content
certification
EC-6
Crisis
Prevention
Institute
(CPI)
trained
or
willingness
to
complete
required
district
training
Special Knowledge/Skills:
Knowledge
of
special
education
laws,
regulations,
and
procedures
Knowledge
of
the
special
needs
of
students
with
significant
behavioral,
emotional,
academic,
communication,
and/or
developmental
needs
Knowledge
of
Individualized
Education
Programs
(IEPs),
Behavior
Intervention
Plans
(BIPs),
Functional
Behavior
Assessments
(FBAs),
and
the
Admission,
Review
and
Dismissal
(ARD)
committee
process
Knowledge
of
evidence-based
instructional
and
behavioral
strategies
for
students
with
disabilities
Knowledge
of
positive
behavior
supports,
reinforcement
systems,
de-escalation
strategies,
and
crisis
prevention
Ability
to
implement
and
monitor
IEPs
and
behavioral
interventions
with
fidelity
Skill
in
collecting,
analyzing,
and
utilizing
academic
and
behavioral
data
to
make
instructional
decisions
Strong
classroom
management
and
organizational
skills
Strong
communication,
collaboration,
and
problem-solving
skills
Ability
to
remain
calm
and
professional
when
responding
to
challenging
or
crisis
situations
Experience:
Minimum
of
two
years
of
experience
working
with
students
with
disabilities,
preferably
in
a
public
school
setting
Experience
working
with
students
with
significant
behavioral
needs
preferred
Experience
implementing
Behavior
Intervention
Plans
and/or
Functional
Behavior
Assessments
preferred
MAJOR RESPONSIBILITIES AND DUTIES
Provide
specially
designed
instruction
based
on
each
student's
IEP,
present
levels
of
academic
and
functional
performance,
goals,
accommodations,
and
modifications.
Develop
and
implement
individualized
academic,
behavioral,
social-emotional,
communication,
and
functional
instruction
based
on
student
needs.
Maintain
a
highly
structured,
predictable,
and
supportive
classroom
environment
that
promotes
student
safety,
engagement,
and
learning.
Implement
IEPs,
Behavior
Intervention
Plans,
behavior
goals,
accommodations,
modifications,
and
related
supports
as
directed
by
the
ARD
committee.
Establish
and
teach
clear
classroom
expectations,
routines,
procedures,
and
behavioral
expectations.
Utilize
positive,
proactive,
and
evidence-based
behavioral
strategies
to
increase
appropriate
behaviors
and
reduce
barriers
to
learning.
Teach
replacement
behaviors,
self-regulation,
coping
strategies,
social
skills,
communication
skills,
problem-solving,
and
other
skills
necessary
for
student
success.
Collect
and
maintain
accurate
academic
and
behavioral
data
and
use
data
to
monitor
progress
and
adjust
instruction
and
interventions.
Monitor
student
progress
toward
IEP
goals
and
provide
required
progress
reports
and
documentation
within
established
timelines.
Collaborate
with
the
BCBA/behavior
specialist,
diagnostician,
related
service
providers,
counselors,
administrators,
teachers,
and
other
staff
regarding
student
academic
and
behavioral
needs.
Participate
in
ARD
meetings
and
provide
meaningful
information
regarding
student
strengths,
needs,
progress,
behavior,
and
educational
programming.
Communicate
regularly
and
professionally
with
parents/guardians
regarding
student
progress,
successes,
concerns,
and
behavioral
needs.
Work
collaboratively
with
general
education
teachers
to
identify
appropriate
opportunities
for
students
to
participate
in
less
restrictive
environments
and
school
activities.
Support
students
in
transitioning
between
the
self-contained
setting
and
less
restrictive
environments
when
appropriate
and
consistent
with
the
student's
IEP.
Develop
and
implement
systems
to
increase
student
independence
and
gradually
fade
adult
prompts
and
supports
when
appropriate.
Provide
opportunities
for
students
to
practice
academic,
behavioral,
social,
communication,
and
functional
skills
across
multiple
settings.
Maintain
appropriate
supervision
of
students
and
ensure
a
safe
learning
environment
at
all
times.
Respond
to
student
behavioral
escalation
using
appropriate
de-escalation,
crisis
prevention,
and
district-approved
intervention
procedures.
Follow
all
district
policies
and
procedures
regarding
student
safety,
crisis
intervention,
physical
restraint,
incident
reporting,
and
emergency
situations.
Document
behavioral
incidents,
interventions,
parent
communication,
progress
monitoring,
and
other
required
information
accurately
and
within
established
timelines.
Assist
paraprofessionals
and
other
classroom
staff
in
understanding
and
consistently
implementing
student
IEPs,
BIPs,
classroom
procedures,
and
behavioral
supports.
Provide
direction
and
feedback
to
paraprofessionals
regarding
student
supervision,
instructional
support,
prompting,
reinforcement,
and
behavioral
interventions.
Establish
consistent
communication
and
expectations
among
classroom
staff
to
ensure
students
receive
consistent
academic
and
behavioral
supports.
Maintain
professional
and
supportive
relationships
with
students,
parents,
staff,
and
campus
administrators.
Participate
in
professional
development
to
maintain
and
expand
knowledge
of
special
education,
behavior
management,
evidence-based
instructional
practices,
and
crisis
prevention.
Assist
in
identifying
and
obtaining
appropriate
instructional,
behavioral,
sensory,
communication,
and
classroom
resources.
Maintain
confidentiality
of
student
information
in
accordance
with
federal,
state,
and
district
requirements.
Follow
all
district
safety
protocols
and
emergency
procedures.
Perform
other
duties
as
may
be
assigned
by
the
Director
of
Special
Programs,
campus
principal,
or
designee.
Other Related Duties
Compile,
maintain,
and
file
all
reports,
records,
and
other
documents.
Comply
with
policies
established
by
federal
and
state
law,
State
Board
of
Education
rule,
and
board
policy.
Comply
with
all
district
and
campus
routines
and
regulations.
Follow
district
safety
protocols
and
emergency
procedures.
MENTAL DEMANDS / PHYSICAL DEMANDS / ENVIRONMENTAL FACTORS:
Using
standard
office
equipment,
including
a
computer
and
peripherals.
Frequent
sitting,
standing,
walking,
kneeling/squatting,
bending/stooping,
pushing/pulling,
and
twisting.
Regular
light
lifting
and
carrying
(less
than
25
pounds);
may
require
assisting
or
supporting
students
with
physical
needs
in
accordance
with
district
procedures
and
training.
Possible
exposure
to
aggressive
or
unpredictable
student
behavior,
including
behaviors
that
may
result
in
injury.
May
require
implementation
of
district-approved
crisis
prevention
and
physical
intervention
procedures.
Ability
to
remain
calm
and
maintain
control
under
pressure
and
during
crisis
situations.
Exposure
to
communicable
diseases.
Work
with
frequent
interruptions
and
changing
student
needs.
May
require
prolonged
or
irregular
hours.
All employees are to follow district safety protocols and emergency procedures. This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities
and
duties
that
may
be
assigned
or
skills
that
may
be
required.
1
___
___
Signature
Date
__
Name
1
Date
Revised:
04/2026