Special Ed Aide - FOCUS

Job Title: Special Education Aide - Behavior Support FOCUS

Wage/Hour Status: Nonexempt

Reports to: Director of Special Services

Pay Grade: Clerical/Technical 2

Work Calendar: 187 Days

Dept./School: Special Services Department

Date Revised: 08/13/2025

PRIMARY PURPOSE

Work under the direction of the Special Services Department and/or District Behavior Coordinator to provide direct support to staff working with students exhibiting challenging behaviors. Provide proactive intervention, crisis and emergency response, real-time coaching, modeling of effective behavioral strategies, and collaborative problem-solving to promote a safe, supportive, and inclusive learning environment.

QUALIFICATIONS

Education/Certification:

• High school diploma or GED
• Valid Texas educational aide certificate (prior to day one in the classroom)
• One of the following:
• Completion of two years of study at an institution of higher education (completion of 48 semester hours of college coursework)
• Associate's degree or higher
• Meet rigorous standards of quality as demonstrated through an approved course of study for paraprofessionals (Master Teacher courses)
• Successful completion of a BACB-compliant (Behavior Analyst Certification Board) Registered Behavior Technician (RBT) 40-hour training course

Special Knowledge/Skills:

• Experience supporting students with autism, emotional disabilities, intellectual disabilities, developmental disabilities, or other behavioral challenges
• Ability to follow verbal and written instructions with minimal supervision
• Ability to communicate effectively
• Knowledge of general office equipment
• Knowledge of effective behavioral practices for students with significant emotional and behavioral disabilities
• Ability to exercise good judgment and maintain professional relationships with students, faculty, and the public
• Trained in district-approved de-escalation and containment techniques (Satori Alternatives to Managing Aggression)
• Experience implementing and monitoring Behavior Intervention Plans (BIPs) and positive behavior support strategies
• Experience with behavioral data collection systems and progress monitoring
• Understanding of trauma and its effects on learning and behavior
• Strong verbal and written communication skills
• Ability to deliver staff development training in collaboration with district staff
• Ability to provide training and support to parents
• Reliable personal transportation to serve district campuses as needed

Experience:

• Minimum of two years of experience working with students with significant behavioral needs in educational settings
• Preferred: Successful completion of a BACB-compliant (Behavior Analyst Certification Board) Registered Behavior Technician (RBT) 40-hour training course

MAJOR RESPONSIBILITIES AND DUTIES

Behavioral Support

1. Collaborate with teachers, paraprofessionals, and related service staff to implement individualized behavior intervention strategies and supports.

2. Provide real-time coaching, modeling, and feedback to staff during instructional and noninstructional activities.

3. Collect and assist in interpreting behavioral data to support team-based decision-making.

4. Participate in ARD, MTSS, Functional Behavior Assessment (FBA), Behavior Intervention Plan (BIP), and other team meetings as appropriate.

5. Help maintain a safe environment by assisting with crisis intervention in accordance with district procedures.

6. Consult and collaborate with teachers regarding behavior management strategies and student progress.

7. Collaborate with staff to define and measure behavior, teach replacement behaviors, implement reinforcement systems, and identify behavioral antecedents.

8. Support students and staff during crisis situations using trauma-informed de-escalation techniques.

9. Assist with the development, implementation, and monitoring of behavior intervention plans, including creating instructional and behavioral materials.

10. Monitor student progress using ongoing behavioral assessments and data collection.

11. Collaborate with staff to develop and deliver social skills and social-emotional learning (SEL) instruction.

12. Communicate and collaborate with families regarding behavioral concerns and interventions.

13. Promote positive interactions among students, staff, and peers.

14. Develop and assist in delivering professional development related to classroom management and behavioral interventions.

15. Collaborate with campus administrators, counselors, district behavior specialists, and low-incidence disability specialists to support district behavior initiatives and ensure consistency in practices.

Student Support

1. Help manage on-task and disruptive behavior by implementing strategies outlined in the IEP, BIP, or as directed by district staff.

2. Learn and adapt to each student's medical, physical, communicative, and emotional needs.

3. Support and monitor students throughout the school day, including classrooms, vocational training sites, field trips, lunch, hallways, buses, and playgrounds.

4. Assist students with physical needs, including lifting, positioning, and transferring to and from wheelchairs or adaptive equipment.

5. Assist students with self-help and personal care, including feeding, toileting, and personal hygiene.

Other

1. Maintain confidentiality regarding student and coworker information as required by FERPA.

2. Participate in staff development, faculty meetings, and special events as assigned.

3. Follow established schedules, routines, and approved lesson plans.

4. Demonstrate flexibility in assignments and continue to develop job-related skills.

5. Assist in maintaining an organized and clean environment.

6. Help with inventory, care, and maintenance of instructional materials and equipment.

7. Maintain regular and consistent attendance.

8. Provide orientation and assistance to substitute teachers.

SUPERVISORY RESPONSIBILITIES

None.

MENTAL DEMANDS / PHYSICAL DEMANDS / ENVIRONMENTAL FACTORS

Tools/Equipment Used: Standard office equipment including computer and peripherals; instructional materials; adaptive equipment; behavior intervention materials.

Posture: Frequent standing, stooping, bending, kneeling, pushing, and pulling.

Motion: Frequent walking; assisting, positioning, and physically supporting students as needed.

Lifting: Move textbooks, classroom furniture, media equipment, and adaptive equipment. May be required to lift and position students with physical disabilities, assist nonambulatory students, and physically restrain students when necessary using approved techniques.

Environment: Work inside and outside; exposure to biological hazards; frequent travel between district campuses as assigned.

Mental Demands: Work with frequent interruptions; maintain emotional control under stress.

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.