Frontline Applicant Tracking - Killeen ISD

Openings as of 3/30/2025

25-26 Aide I- Speech

JobID: 3680

Position Type:
  Campus Educational Aide/Aide I Special Education Speech


Date Posted:
  2/18/2025


Location:
  Special Education


Closing Date:
  until filled


  Additional Information:  Show/Hide
Job Title:         Aide I -Speech
Reports To:     Specialized Learning Department
FLSA Status:   Non-exempt
 
SUMMARY:
Assists with providing speech services to students in the classroom or via teletherapy.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
 
Assists students individually or in groups, with lesson assignments to present or reinforce learning concepts initially introduced by the teacher.
 
Reads to students, listens. to students read and participates in other forms of oral communication with students.
 
Assist with providing information and help with any substitute assigned in the absence of the teacher.
 
Operates and cares for equipment and instructional material, as assigned by the supervisor.
 
Presents subject matter to students utilizing a variety of methods and techniques such as lectures, discussions, and supervised role playing.
 
Knows and complies with Texas Education Agency and KISD educator standards of conduct.
                                                                                     
Perform other such duties as may be assigned by supervisor.
 
SUPERVISORY RESPONSIBILITIES:
This job has no supervisory responsibilities; however, the Educational Aide works closely with students, faculty, and volunteers.
 
QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  
 
EDUCATION and/or EXPERIENCE:
Elementary School Requirements and Secondary Title I/Every Student Succeeds Act (ESSA) Campuses:
Title I campus requires 48 hours of accredited college credit with some emphasis in child growth and development or related courses or verifiable experience as an educational aide or other related experience as approved by the district.
CERTIFICATES, LICENCES, REGISTRATIONS:
State Board for Educator Certification for Educational Aide I.
 
LANGUAGE SKILLS:
Ability to read and comprehend instructions, short correspondence, and memos.  Ability to write simple correspondence.  Ability to effectively present information in one-on-one and small group situations to students, other employees of the organization, and parents.
 
MATHEMATICAL SKILLS:
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.  Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
 
REASONING ABILITY:
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.
 
PHYSICAL DEMANDS:
While performing the duties of this job, the employee is regularly required to stand and walk. The employee frequently is required to use hands to finger, handle, or feel; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl; and talk or hear.  The employee is occasionally required to sit.  The employee must regularly lift and carry 15-44 pounds; occasionally lift and carry 45 pounds and more; may lift and move textbooks and classroom equipment.  Specific vision abilities required by this job include close vision, distance vision, depth perception, and ability to adjust focus.
 
WORK ENVIRONMENT:
The employee may be required to be exposed to outside weather conditions, extreme cold, and extreme heat.  The noise level in the work environment is usually moderately quiet.
 
Revised Date: February 18, 2025
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties and skills that may be required.
 




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Openings as of 3/30/2025

Aide Physical Needs II

JobID: 532

Position Type:
  Campus Educational Aide/Educational Aide - Special Ed


Date Posted:
  2/16/2022


Location:
  Special Education


Date Available:
  02/16/2022


Closing Date:
  04/15/2025


  Additional Information:  Show/Hide

Job Title: Physical Needs Aide II - One on One aide assigned per a student’s IEP
Department: Special Education
Reports To: Director of Special Education or Special Education Supervisory Staff 
FLSA: Non-Exempt

SUMMARY  

Assists individual students in accessing their Free and Appropriate Public Education, and in order to do so, the IEP team deems a one on one (physical needs aide) as necessary.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:

Works with individual students to reinforce learning of material or skills initially introduced by the teacher.
 
Assists the teacher in devising special strategies for reinforcing material or skills based on a sympathetic understanding of individual students, their needs, interests, and abilities.
 
Assists the teacher in the implementation of the assigned student's behavior plan, following all procedures as outlined in the IEP when applicable.
 
Assists with the supervision of assigned student during emergency drills, assemblies, play periods, and field trips.
 
Reads to students, listens to students read, and participates in other forms of oral communication with students when applicable.
 
Attends after-school meetings/training sessions as required by program guidelines.
 
Assists students in the library, media center, or computer lab.
 
Assists with operation and care for equipment and materials assigned by special education staff and teachers (wheelchairs, standards, assistive technology, etc.) when applicable.
 
Performs physical exercises/activities with students under the direction of occupational or physical therapists and assistive technology staff when applicable.
 
Assists in the gathering and compiling of documentation to track and monitor student’s related service activities to include gathering behavioral documentation such as taking notes, recording number of behavioral incidents, etc.
 
Acts as the liaison between necessary district special education personnel and campus personnel with regards to student’s related service needs when needed.
 
Maintains student folders and completes all necessary clerical work on a daily basis.

Provides student reports as requested by Special Education personnel. Performs other tasks as may be assigned by supervisory special education staff.

SUPERVISORY RESPONSIBILITIES: None. However the position works closely with students, teachers, faculty, volunteers and other special education staff.
 
QUALIFICATIONS: To perform this job successfully an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills and/or abilities
required. There may be alternatives to the qualifications, as the Board of Trustees may find appropriate.
 
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
EDUCATION and/or EXPERIENCE: State Board for Educator Certification for Educational Aide Level II, and high school diploma or general education degree (GED) certificate.
 
LANGUAGE SKILLS: Ability to read and comprehend instructions, short correspondence, and memorandums. Ability to write correspondence. Ability to effectively present information in one-on-one and/or small group situations to students, parents, and other personnel as necessary.
 
MATHEMATICAL SKILLS: Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent.
 
REASONING ABILITY: Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to implement program guidelines as specified.
 
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
While performing the duties of this job, the employee is regularly required to stand and walk. The employee frequently is required to use hands to finger, handle, or feel, reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl, and talk or hear. The employee is occasionally required to sit. The employee must occasionally lift and/or move up to 50 pounds or more. Specific vision abilities required by this job include close vision, distance vision, depth perception, and ability to adjust focus. Must be able to use physical restraint after training in restraint techniques.
 
WORK ENVIRONMENT: The work environment characteristics 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. The employee may be required to be exposed to outside weather conditions, extreme cold, and extreme heat. The noise level in the work environment is usually moderately quiet.
 
OTHER QUALIFICATIONS: Must demonstrate proficiency in Computers. Bi- lingual preferred. Must become certified in Non Violent Crisis Intervention training offered by the district.
 
Revised Date: March 02, 2022
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.

 




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Openings as of 3/30/2025

District Assessor 2024-2025 School Year

JobID: 3250

Position Type:
  District Professional Support/District Assessor


Date Posted:
  5/14/2024


Location:
  Special Education


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

Job Title:            District Assessor
Reports To:        Assistant Superintendent for Elementary Schools
Pay Grade:        AP2
 
SUMMARY
Conducts student assessments throughout the district to assist with instructional and curricular goals to meet the needs of students on each campus.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
 
Conducts Dyslexia, Gifted and Talented, and English Language Learner assessments according to state and district guidelines.
 
Adheres to testing protocols.
 
Prepares test materials, scores tests, and compiles results of assessments.
 
Notifies and presents assessment outcomes to appropriate campus and district staff.
 
Works closely with campus administrators concerning identification of students and serves as a resource person to campuses.
 
Schedules the administration of assessments.
 
Organizes data collected into a written evaluation report. Maintains confidentiality and appropriate test security.

Stays knowledgeable and informed about best practices in assessment. Participates in district-required trainings for district assessors.

Communicates and collaborates with campus staff to ensure needs of students are met. Develops and maintains positive collegial relationships with campus and district staff. Monitors appropriate use and care of equipment, materials, and facilities.

Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Uses acceptable communication skills to present information accurately and clearly.

Participates in the district’s professional development program.
  
Is fluent in Spanish.
 
Strives to maintain and improve professional competence through attendance at workshops, seminars, conferences, and/or advanced course work at institutions of higher learning.
 
Keeps informed of and complies with state, district, and school regulations and policies for assessments. Compiles, maintains, and files all required reports, records, and other documents.
Attends staff, department, and committee meetings as required. Performs other duties as assigned. SUPERVISORY RESPONSIBILITIES This job has no supervisory responsibilities.

QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.

EDUCATION and/or EXPERIENCE Bachelor's degree.

CERTIFICATES, LICENSES, REGISTRATIONS Texas teaching certificate.

LANGUAGE SKILLS Ability to read, analyze, and interpret general periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, correspondence, and procedure manuals. Ability to effectively present information and respond to questions from students, administration, staff, parents, and the general public. 

MATHEMATICAL SKILLS Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry.

REASONING ABILITY Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

OTHER SKILLS and ABILITIES Must be organized, flexible, open minded and have the desire to learn. Must pay attention to detail and possess strong interpersonal skills. Ability to work with campus personnel in a variety of situations involving assessment. Possess basic knowledge of testing procedures and security guidelines.
 
PHYSICAL DEMANDS While performing the duties of this job, the employee is frequently required to stand, kneel, squat, bend, stoop, push, pull, and twist. The employee must occasionally lift or carry (less than 15 pounds).Specific vision abilities required by this job inlude close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.Requires considerable close up work with computer video displays.

WORK ENVIRONMENT While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Occasional district-wide travel to multiple campuses as assigned. The noise level in the work environment is usually quiet/moderate.
 
Revised Date:                               May 27, 2022
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
 




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Openings as of 3/30/2025

Behavior and Autism Specialist

JobID: 3495

Position Type:
  Special Education


Date Posted:
  12/16/2024


Location:
  Special Education


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Job Title:                Behavior and Autism Specialist
Reports To:            Coordinator for Special Education Campus Operations
Pay Grade:              AP2
FLSA Status:          Exempt
 
SUMMARY
Works with school staff, families, and students with autism and/or behavior concerns to create an appropriate individualized program that will enable students to make progress in their educational program.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
 
Conducts Functional Behavioral Assessments (FBA) and develops Behavior Intervention Plans.
 
Assists campuses with the development of a conducive learning environment for students with autism spectrum disorder (ASD).
 
Assists campuses with the development and implementation of positive behavior support, intervention techniques, and positive behavior support plans.
 
Supports campus progress monitoring as needed and makes recommendations for ongoing services and supports.
 
Observes, consults, and trains teachers in developing and implementing classroom positive behavior supports and individual student Behavior Intervention Plans.
 
Observes students in various educational settings at school in order to provide recommendations regarding instructional placement, instructional strategies, accommodations and modifications.
 
Provides guidance to facilitate coordination between general and special education and make recommendations for the student’s Individualized Educational Plan (IEP).
 
Participates in ARDC meetings as necessary.
 
Assists the district in the selection and implementation of appropriate instructional resources and evaluation instruments for students with behavior concerns and/or ASD.
 
Compiles, maintains, and files all reports, records, and other required documents to include but not limited to inputting evaluations, daily session notes, progress reports, and maintaining documentation for Medicaid Billing, as necessary, into the KISD information management system. 
 
Prepares and maintains a database of referrals and evaluations for each school assigned.
 
Keeps informed of and complies with federal, state, district, and school regulations and policies while maintaining all required documentation. 
 
Communicates and interacts with students, parents, staff and the community in a professional manner while maintaining the confidentiality of the students.
 
Develops and conducts professional learning on a variety of behavior topics (which may include Functional Behavior Analysis; Behavior Intervention Plans; positive behavior supports; and remediation of behavioral, social, or personal problems of students).
 
Provides targeted support to teachers regarding data collection and the use of positive behavior support and intervention techniques and instructional methodologies to educational staff.
 
Collaborates with the Special Education Coordinators in assuring appropriate educational programming for students.
 
Conducts trainings to support district compliance with the Texas Behavior Support Initiative (includes Nonviolent Crisis Intervention).
                                                                                                                            
Participates in campus meetings regarding student restraints as needed.
 
Performs other duties as assigned.
 
SUPERVISORY RESPONSIBILITIES
This job has no supervisory responsibilities.
 
QUALIFICATIONS 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
 
EDUCATION and/or EXPERIENCE
Bachelor's degree with additional training and knowledge of students with behavioral disorders and autism.  Three years special education teaching experience, preferably in a self-contained setting.
 
CERTIFICATES, LICENSES, REGISTRATIONS
Special education teaching certification.
 
LANGUAGE SKILLS
Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.  Ability to write routine reports and correspondence.  Ability to speak effectively before staff, students and parents.
 
MATHEMATICAL SKILLS
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.  Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.
 
PHYSICAL DEMANDS 
While performing the duties of this job, the employee is regularly required to talk or hear.  The employee frequently is required to walk and reach with hands and arms.  The employee is occasionally required to stand; sit; use hands to finger, handle, or feel; and stoop, kneel, crouch, or crawl.  The employee will occasionally lift or carry (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours.  Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. 
 
WORK ENVIRONMENT 
While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Frequent district-wide travel to multiple campuses as assigned.  The noise level in the work environment is usually quiet/moderate.
 
Revised Date:                          February 11, 2019
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.




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Openings as of 3/30/2025

Coordinator for Special Education Campus Operations

JobID: 3733

Position Type:
  Special Education/Coordinator for Special Education


Date Posted:
  3/13/2025


Location:
  Special Education


Closing Date:
  Until Filled


  
Attachment(s):
• Coordinator for Special Education Campus Operations_.docx



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Openings as of 3/30/2025

Educational Diagnostician

JobID: 2176

Position Type:
  Special Education/Educational Diagnostician


Date Posted:
  3/10/2023


Location:
  Special Education


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Job Title:                 Educational Diagnostician
Reports To:             Coordinator for Special Education Campus Operations/Principal
FLSA Status:           Exempt
 
SUMMARY
Implements the special education assessment process. Assesses the educational, learning styles, and program needs of students referred to special education services.  Provides diagnostic information and work cooperatively with instructional personnel to provide the most appropriate programs for students with disabilities.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
 
ASSESSMENT
Receives student referrals, selects assessment tools, and implements the assessment and evaluation process within state timelines and district guidelines. 
 
Serves as case manager for all students assigned for evaluations.
 
Compiles, maintains, and files all reports, records, and other required documents to include but not limited to inputting evaluations, daily session notes, progress reports, and maintaining documentation for Medicaid Billing, as necessary, into the KISD informational management system. 
 
Prepares and maintains a database of referrals and evaluations for each school assigned.
 
Interprets evaluations for transfer students with a disability based on Texas Education Agency/Federal regulations ensuring that services are commensurate and ARDs are held within established timelines. 
 
Reviews outside evaluations provided by other districts, agencies or by the parent.
 
Collects and organizes relevant assessment data from student’s cumulative folder, classroom teachers(s), principal, support staff, parents, and outside resource people. 
 
Selects and administers appropriate test instruments formal and informal, utilizes appropriate scoring programs, and analyzes test results to determine student eligibility for special education services according to federal, state, and district guidelines with current assessment tools.
 
Organizes data collected during the appraisal process, prepares and maintains a written computerized Full Individual Evaluation report for each student evaluated.
 
Conducts observations which may include classroom, behavior, performance, and personal interviews.
 
Participates in the Admission, Review, and Dismissal (ARD) Committee; to include presentation and interpretation of assessment data, appropriate placement, and development of Individual Education Plans (IEP) for students according to federal, state, and district guidelines.
 
Serves on the multi-disciplinary appraisal team with responsibilities in the appraisal of intelligence factors, educational functioning, adaptive behavior, and the collection of data pertaining to sociological and emotional/behavioral variables.  Serves on the multi-disciplinary team for autism evaluations.
 
Collaborates with campus professionals and parent to determine whether additional assessment or a Review of Existing Evaluation Data (REED) is needed for each three-year review of special education services.
 
CONSULTATION
Provides staff development training in assigned schools to assist school personnel in identification and understanding of students with disabilities.
 
Assists classroom teachers with implementation of IEP.
 
Consults parents concerning the educational needs of students and interpretation of assessment data.
 
Consults parents, teachers, administrators, and other relevant individuals to enhance their work with students.
 
Collaborates with special education administrators to schedule admission, review, and dismissal meetings and to provide support for parents, administrators, and campus staff.
 
PROGRAM MANAGEMENT
Develops and maintains effective individual and group relationships with students and parents.
 
Assists in the selection of assessment materials and equipment.
 
Develops and coordinates a continuing evaluation of the assessment program and make changes based on findings.
 
Compiles, maintains, and files all physical and computerized reports, records, and other documents required.
 
Complies with policies established by federal and state law, State Board of Education rule, and local board policy in the areas of assessment, placement, and planning for special education services.
 
Complies with all district and local campus routines and regulations.
 
Participates in professional development activities to improve skills related to job assignment.
 
Performs other duties as assigned.
 
SUPERVISORY RESPONSIBILITIES
This job has no supervisory responsibilities.
 
QUALIFICATIONS: 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
 
 
 
EDUCATION and/or EXPERIENCE
Master's degree and two years of Special Education teaching experience preferred.  Knowledgeable of diagnostic procedures, education of special education students, human development, and learning theories.
 
CERTIFICATES, LICENSES, REGISTRATIONS
Texas Teaching Certificate and Texas Education Diagnostician Certificate
 
LANGUAGE SKILLS
Ability to read, analyze, and interpret educational periodicals, professional journals, educational procedures, or governmental laws and regulations.  Ability to write reports, educational correspondence, and procedure manuals.  Ability to communicate effectively with parents.  Ability to effectively present information and respond to questions from administrators, faculty, parents and students.
 
MATHEMATICAL SKILLS
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers and decimals.  Ability to draw and interpret bar graphs.  Ability to formulate and interpret statistical data such as mean, mode, median and standard deviation. Ability to apply determination of test reliability and validity analysis of variance correlation techniques, sampling theory factor analysis.
 
REASONING ABILITY
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
 
OTHER SKILLS and ABILITIES
Ability to utilize basic computer word processing.  Ability to work with parents in a variety of situations.  Must have excellent organizational, communication, and interpersonal skills.
 
PHYSICAL DEMANDS 
While performing the duties of this job, the employee is regularly required to talk or hear.  The employee frequently is required to walk and reach with hands and arms.  The employee is occasionally required to stand; sit; use hands to finger, handle, or feel; and stoop, kneel, crouch, or crawl.  The employee will occasionally lift or carry (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours.  Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. 
 
WORK ENVIRONMENT 
While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Frequent district-wide travel to multiple campuses as assigned.  The noise level in the work environment is usually quiet/moderate.
 
Revised Date:                          October 30, 2018
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
 




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Openings as of 3/30/2025

Teacher, Special Education (Itinerant Homebound) 2024-2025 School Year

JobID: 3252

Position Type:
  Special Education/Homebound


Date Posted:
  5/14/2024


Location:
  Special Education


Closing Date:
  Until Filled


  
Attachment(s):
• Itinerant Homebound Teacher.pdf



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Openings as of 3/30/2025

Itinerant Homebound Teacher ECSE

JobID: 3682

Position Type:
  Special Education/Homebound


Date Posted:
  2/21/2025


Location:
  Special Education


Closing Date:
  Until Filled


  
Attachment(s):
• Teacher Itinerant Special Education Homebound.docx



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Openings as of 3/30/2025

Licensed Specialist in School Psychology

JobID: 2177

Position Type:
  Special Education/Licensed Specialist in School Psychology


Date Posted:
  3/10/2023


Location:
  Special Education


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Job Title:                 Licensed Specialist in School Psychology
Reports To:             Coordinator for Special Education Campus Operations/Principal
FLSA Status:           Exempt
 
SUMMARY
Performs professional psychological work in assessment, behavior management, and counseling for students with emotional disabilities, learning disabilities, and behavioral problems. Assesses the psychological and psycho-educational needs of students referred to special education services.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
 
ASSESSMENT
Selects and administers assessments and observations to evaluate the intellectual, emotional, and behavioral functioning of referred students and to determine student eligibility recommendations for special education services according to federal and state regulations.
 
Scores and interprets test data.
 
Develops psychological evaluation reports.
 
Participates in the Admission, Review, and Dismissal (ARD) Committee to assist with appropriate placement and development of Individual Education Plans (IEP) for students according to district procedures.
 
Develops and coordinates a continuing evaluation of psychological services and assessment procedures and make changes based on findings.
 
Serves as case manager and implements the special education assessment process for students on assigned campuses as appropriate.
 
Compiles, maintains, and files all reports, records, and other required documents to include but not limited to inputting evaluations, daily session notes, progress reports, and maintaining documentation for Medicaid Billing, as necessary, into the KISD informational management system. 
 
Prepares and maintains a computerized database of referrals and evaluations for each school assigned.
 
CONSULTATION
Conducts or participates in Manifestation Determination Review for students with emotional disturbance, Autism, and is available for any other disability as appropriate.
 
Serves as consultant on mental health topics.
 
Consults with school staff regarding implementation of behavior intervention plans in managing behaviorally disruptive students.
 
Provides staff development training in assigned schools to assist school personnel with identification and understanding of students with emotional, social, and behavioral disturbances as needed.
 
Meets with parents to discuss pertinent background information and test results.
 
Consults with teachers and relevant staff concerning the educational needs of students and interpretation of assessment data.
 
Consults with psychologists, psychiatrists, medical doctors, and community agencies concerning intellectual, emotional, and behavioral functioning of students as needed.
 
Provides information gained at professional development opportunities to special education staff.
 
PROGRAM MANAGEMENT
Develops and maintains effective individual and group relationships with students and parents.
 
Provides supervision to intern or trainee as appropriate.
 
Assists in the selection of assessment materials and equipment.
 
Compiles, maintains, and files all physical and computerized reports, records, and other documents required, including case records, test results, statistical data, and test inventories.
 
Complies with policies established by federal and state law, State Board of Education rule, Texas State Board of Examiners of Psychologists and local board policy in the areas of psychological services, assessment, placement, and planning for special education services.
 
Complies with all district and local campus routines and regulations.
 
Participates in professional development activities to improve skills related to job assignment.
 
Performs other duties as assigned.
 
SUPERVISORY RESPONSIBILITIES
Provides supervision to intern or trainee as appropriate
 
QUALIFICATIONS 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
 
EDUCATION and/or EXPERIENCE
Master's degree in psychology, required; two years experience providing psychology services in an educational setting, preferred.
 
Note: An LSSP must have a minimum of three years of experience providing psychological services in the public school to provide supervision or training of an intern or trainee.
 
 
 
 
 
 
 
CERTIFICATES, LICENSES, REGISTRATIONS
Valid license as a Licensed Specialist in School Psychology granted by the Texas State Board of Examiners of Psychologists.
 
Note: The correct title for the person holding the Licensed Specialist in School Psychology is Licensed Specialist in School Psychology or LSSP. Only individuals who meet the requirements of Chapter 22 Texas Administrative Code §467.2 may refer to themselves as school psychologists (i.e., hold a doctorate in area of specialization).
 
LANGUAGE SKILLS
Ability to read, analyze, and interpret educational periodicals, professional journals, educational procedures, or governmental laws and regulations.  Ability to write reports, educational correspondence, and procedure manuals.  Ability to communicate effectively with parents.  Ability to effectively present information and respond to questions from administrators, faculty, parents and students.
 
MATHEMATICAL SKILLS
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers and decimals.  Ability to draw and interpret bar graphs.  Ability to formulate and interpret statistical data such as mean, mode, median and standard deviation. Ability to apply determination of test reliability and validity analysis of variance correlation techniques, sampling theory factor analysis.
 
REASONING ABILITY
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
 
OTHER SKILLS and ABILITIES
Ability to utilize basic computer word processing.  Ability to work with parents in a variety of situations.
 
PHYSICAL DEMANDS 
While performing the duties of this job, the employee is regularly required to talk or hear.  The employee frequently is required to walk and reach with hands and arms.  The employee is occasionally required to stand; sit; use hands to finger, handle, or feel; and stoop, kneel, crouch, or crawl.  The employee will occasionally lift or carry (45 pounds or more) and positioning of students with physical disabilities, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours.  Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. 
 
WORK ENVIRONMENT 
While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Frequent district-wide travel to multiple campuses as assigned.  The noise level in the work environment is usually quiet/moderate.
 
Revised Date:                           October 30, 2018
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
 




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Openings as of 3/30/2025

Licensed Specialist in School Psychology Intern

JobID: 2178

Position Type:
  Special Education/Licensed Specialist in School Psychology Intern


Date Posted:
  3/10/2023


Location:
  Special Education


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Job Title:                 LSSP Intern
Reports To:             Coordinator for Special Education Campus Operations/LSSP supervisor
FLSA Status:           Exempt
 
SUMMARY           
Performs professional psychological work in assessment, behavior management, and counseling for
students with emotional disabilities, learning disabilities, and behavior problems under the supervision of a licensed specialist in school psychology.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following under direction of supervisor:
 
ASSESSMENT
Selects and administers assessments and observations to evaluate the intellectual, emotional, and behavioral functioning of referred students and to determine student eligibility for special education services according to federal and state regulations.
 
Scores and interprets test data.
 
Develops psychological evaluation reports and behavior management plans to be presented to supervisor for review and approval.
 
Participates in the Admission, Review, and Dismissal (ARD) Committee to assist with appropriate placement and development of Individual Education Plans (IEP) for students according to district procedures.
 
Compiles, maintains, and files all reports, records, and other required documents to include but not limited to inputting evaluations, daily session notes, progress reports, and maintaining documentation for Medicaid Billing, as necessary, into the KISD informational management system. 
 
Prepares and maintains a database of referrals and evaluations for each school assigned.
 
CONSULTATION
Participates in Manifestation Determination Review for students with emotional disturbance and is available for consult for any other disability under direction of supervisor.
 
Conducts group and individual counseling sessions and facilitative therapy for students with identified needs.
 
Consults with school staff regarding implementation of behavior intervention plans and in managing behaviorally disruptive students.
 
Provides staff development training in assigned schools to assist school personnel with identification and understanding of students with emotional, social, and behavioral disturbances as approved by the supervisor.
 
Meets with parents to discuss pertinent background information and test results.
 
Consults with teachers and relevant staff concerning the educational needs of students and interpretation of assessment data.
 
Consults with psychologists, psychiatrists, medical doctors, and community agencies concerning
intellectual, emotional, and behavioral functioning of students as needed.
 
PROGRAM MANAGEMENT
Develops and maintains effective individual and group relationships with students and parents.
 
Assists in the selection of assessment materials and equipment.
 
Compiles, maintains, and files all physical and computerized reports, records, and other documents required, including case records, test results, statistical data, and test inventories.
 
Complies with policies established by federal and state law, State Board of Education rule, Texas State Board of Examiners of Psychologists and local board policy in the areas of psychological services, assessment, placement, and planning for special education services.
 
Complies with all district and local campus routines and regulations.
 
Participates in professional development activities to improve skills related to job assignment.
 
Performs other duties as assigned
 
SUPERVISORY RESPONSIBILITIES
This position has no supervisory responsibilities.
 
QUALIFICATIONS 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
 
EDUCATION and/or EXPERIENCE
Must be enrolled in an LSSP internship with a regionally accredited institution of higher education.
 
CERTIFICATES, LICENSES, REGISTRATIONS
Approved internship through a formal course of study from a regionally accredited institution of higher education.
 
LANGUAGE SKILLS
Ability to read and interpret documents such as federal rules, policies, and procedure manuals.  Ability to write routine reports and correspondence.  Ability to speak effectively before groups.
 
MATHEMATICAL SKILLS
Ability to calculate figures.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations and apply sequential problem-solving skills in isolating trouble areas.
 
 
PHYSICAL DEMANDS 
While performing the duties of this job, the employee is regularly required to talk or hear.  The employee frequently is required to walk and reach with hands and arms.  The employee is occasionally required to stand; sit; use hands to finger, handle, or feel; and stoop, kneel, crouch, or crawl.  The employee will occasionally lift or carry (45 pounds or more) and positioning of students with physical disabilities, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours.  Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. 
 
WORK ENVIRONMENT 
While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Frequent district-wide travel to multiple campuses as assigned.  The noise level in the work environment is usually quiet/moderate.
 
Revised Date:              October 30, 2018
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
 




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Openings as of 3/30/2025

Occupational Therapist

JobID: 2179

Position Type:
  Special Education/Occupational Therapist


Date Posted:
  3/10/2023


Location:
  Special Education


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Job Title:                 Occupational Therapist
Reports To:             Coordinator for Special Education Campus Operations
FLSA Status:           Exempt
 
SUMMARY
Assists students with disabilities in correcting and/or compensating for areas of self-help, functional mobility, environmental adaptations, positioning, fine/gross motor skills, oral motor skills, life skills training/vocational skills, sensory-motor processing (includes visual perception and sensory processing skills) and psycho-social skills so that their classroom performance will be enhanced.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
 
Complies with all legal and ethical guidelines of the Texas Occupational Therapy Practice Act.
 
Organizes and implements occupational therapy services and supports.
 
Compiles, maintains, and files all reports, records, and other required documents to include but not limited to inputting evaluations, daily session notes, progress reports, and maintaining documentation for Medicaid Billing, as necessary, into the KISD informational management system. 
 
Maintains weekly documentation and approval of supervisee session notes.  Writes/reviews quarterly progress reports before locking in informational management system.
 
Prepares and maintains a database of referrals and evaluations for each school assigned.
 
Provides direct, integrated, and consultative occupational therapy intervention for individual students and/or groups as per IEP.
 
Coordinates with school personnel, guardians and outside agencies regarding needs of individual students.
 
Instructs, supervises, and monitors school personnel and other implementers of the IEP in the therapeutic management of students.
 
Receives and records initial referral information and requests.
 
Obtains additional or supplementary information from appropriate persons, agencies, and/or available records.
 
Conducts evaluations using formal and informal tests to determine eligibility.
 
Participates in the ARDC to assist with the interpretation of the assessment data and provide recommendations to support students in their educational setting.
 
 Makes recommendations for occupational therapy intervention and refers to other services as appropriate.
 
Designs, constructs, alters, and provides students with adaptive equipment and devices to promote maximum independence.
 
Provides on-going information for district and campus personnel regarding physical/motor disabilities, occupational therapy services, and implication for student placement.
 
Provides informal and formal professional learning for all levels of educational and support personnel.
 
Provides clinical internship opportunities for students enrolled in occupational therapy schools and occupational therapist assistance programs.
 
Integrates current professional knowledge and skill into occupational therapy services and supports.
 
Collaborates with school personnel to facilitate the participation of students in the total school program (e.g., field day adaptations).
 
Performs other duties as assigned.
 
SUPERVISORY RESPONSIBILITIES
Supervises occupational therapy assistants.  Carries out supervisory responsibilities in accordance with the organization's policies and applicable laws.  Responsibilities include professional learning for employees; planning, assigning, and directing work; addressing complaints and resolving problems.
 
QUALIFICATIONS 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
 
EDUCATION and/or EXPERIENCE
Bachelor's degree in Occupational Therapy.
 
CERTIFICATES, LICENSES, REGISTRATIONS
Texas Board of Occupational Therapy Examiners License as Occupational Therapist.
 
LANGUAGE SKILLS
Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.  Ability to write routine reports and correspondence.  Ability to speak effectively before administrators, parents, students and the general public.
 
MATHEMATICAL SKILLS
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.  Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.
 
 
 
PHYSICAL DEMANDS  
While performing the duties of this job, the employee is regularly required to talk or hear.  The employee frequently is required to walk and reach with hands and arms.  The employee is occasionally required to stand; sit; use hands to finger, handle, or feel; and stoop, kneel, crouch, or crawl.  The employee will occasionally lift or carry (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours.  Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. 
 
WORK ENVIRONMENT 
While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Frequent district-wide travel to multiple campuses as assigned.  The noise level in the work environment is usually quiet/moderate.
 
Revised Date:                        October 30, 2018
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
 
 




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Openings as of 3/30/2025

Occupational Therapist, EYS

JobID: 703

Position Type:
  Special Education/Occupational Therapist


Date Posted:
  2/24/2022


Location:
  Special Education


  Additional Information:  Show/Hide
Job Title:                 Occupational Therapist
Reports To:             Coordinator for Special Education Campus Operations
Pay Grade:              AP4
 
SUMMARY
Assists students with disabilities in correcting and/or compensating for areas of self-help, functional mobility, environmental adaptations, positioning, fine/gross motor skills, oral motor skills, life skills training/vocational skills, sensory-motor processing (includes visual perception and sensory processing skills) and psycho-social skills so that their classroom performance will be enhanced.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
 
Complies with all legal and ethical guidelines of the Texas Occupational Therapy Practice Act.
 
Organizes and implements occupational therapy services and supports.
 
Compiles, maintains, and files all reports, records, and other required documents to include but not limited to inputting evaluations, daily session notes, progress reports, and maintaining documentation for Medicaid Billing, as necessary, into the KISD informational management system. 
 
Maintains weekly documentation and approval of supervisee session notes.  Writes/reviews quarterly progress reports before locking in informational management system.
 
Prepares and maintains a database of referrals and evaluations for each school assigned.
 
Provides direct, integrated, and consultative occupational therapy intervention for individual students and/or groups as per IEP.
 
Coordinates with school personnel, guardians and outside agencies regarding needs of individual students.
 
Instructs, supervises, and monitors school personnel and other implementers of the IEP in the therapeutic management of students.
 
Receives and records initial referral information and requests.
 
Obtains additional or supplementary information from appropriate persons, agencies, and/or available records.
 
Conducts evaluations using formal and informal tests to determine eligibility.
 
Participates in the ARDC to assist with the interpretation of the assessment data and provide recommendations to support students in their educational setting.
 
 Makes recommendations for occupational therapy intervention and refers to other services as appropriate.
 
Designs, constructs, alters, and provides students with adaptive equipment and devices to promote maximum independence.
 
Provides on-going information for district and campus personnel regarding physical/motor disabilities, occupational therapy services, and implication for student placement.
 
Provides informal and formal professional learning for all levels of educational and support personnel.
 
Provides clinical internship opportunities for students enrolled in occupational therapy schools and occupational therapist assistance programs.
 
Integrates current professional knowledge and skill into occupational therapy services and supports.
 
Collaborates with school personnel to facilitate the participation of students in the total school program (e.g., field day adaptations).
 
Performs other duties as assigned.
 
SUPERVISORY RESPONSIBILITIES
Supervises occupational therapy assistants.  Carries out supervisory responsibilities in accordance with the organization's policies and applicable laws.  Responsibilities include professional learning for employees; planning, assigning, and directing work; addressing complaints and resolving problems.
 
QUALIFICATIONS 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
 
EDUCATION and/or EXPERIENCE
Bachelor's degree in Occupational Therapy.
 
CERTIFICATES, LICENSES, REGISTRATIONS
Texas Board of Occupational Therapy Examiners License as Occupational Therapist.
 
LANGUAGE SKILLS
Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.  Ability to write routine reports and correspondence.  Ability to speak effectively before administrators, parents, students and the general public.
 
MATHEMATICAL SKILLS
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.  Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.
 
 
 
PHYSICAL DEMANDS  
While performing the duties of this job, the employee is regularly required to talk or hear.  The employee frequently is required to walk and reach with hands and arms.  The employee is occasionally required to stand; sit; use hands to finger, handle, or feel; and stoop, kneel, crouch, or crawl.  The employee will occasionally lift or carry (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours.  Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. 
 
WORK ENVIRONMENT 
While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Frequent district-wide travel to multiple campuses as assigned.  The noise level in the work environment is usually quiet/moderate.
 
Revised Date:                        October 30, 2018
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
 
 




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Openings as of 3/30/2025

Occupational Therapist Assistant

JobID: 583

Position Type:
  Special Education/Occupational Therapist Assistant


Date Posted:
  2/16/2022


Location:
  Special Education


  Additional Information:  Show/Hide
Job Title:                 Occupational Therapist Assistant
Reports To:             Coordinator for Special Education Campus Operations and OT Supervisor
Pay Grade:              AP1
 
SUMMARY
Assists students with disabilities in correcting and/or compensating for areas of self-help, functional mobility, environmental adaptations, positioning, fine/gross motor skills, oral motor skills, life skills training/vocational skills, sensory-motor processing (includes visual perception and sensory processing skills) and psycho-social skills so that their classroom performance will be enhanced.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following under the direction of supervising therapist and/or district supervisor.
 
Complies with all legal and ethical guidelines of the Texas Occupational Therapy Practice Act.
 
Organizes and implements occupational therapy services and supports.
 
Provides direct, integrated, and consultative occupational therapy intervention for individual students and/or groups as per IEP.
 
Coordinates with school personnel, guardians and outside agencies regarding needs of individual students.
 
Instructs, supervises, and monitors school personnel and other implementers of the IEP in the therapeutic management of students.
 
Obtains additional or supplementary information from appropriate persons, agencies, and/or available records.
 
Compiles, maintains, and files all reports, records, and other required documents to include but not limited to inputting evaluations, daily session notes, progress reports, and maintaining documentation for Medicaid Billing, as necessary, into the KISD informational management system. 
 
Prepares and maintains a database of referrals and evaluations for each school assigned.
 
Participates in ARDC meetings as appropriate.
 
Collects, documents, and communicates pertinent information to the supervising therapist.
 
Makes recommendations for occupational therapy intervention and suggests referrals for other services as appropriate to their supervising therapist.
 
Provides on-going information for district and campus personnel regarding physical/motor disabilities, occupational therapy services, and implication for student placement.
 
Provides informal and formal professional learning for all levels of educational and support personnel.
 
Provides clinical internship opportunities for students enrolled in occupational therapist assistants’ program.
 
Integrates current professional knowledge and skill into occupational therapy services and supports.
 
Collaborates with school personnel to facilitate the participation of students in the total school program (e.g., field day adaptations).
 
Performs other duties as assigned.
 
SUPERVISORY RESPONSIBILITIES
This job has no supervisory responsibilities.
 
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
 
EDUCATION and/or EXPERIENCE
Associates degree in Occupational Therapy.
 
CERTIFICATES, LICENSES, REGISTRATIONS
Texas Board of Occupational Therapy Examiners License as Occupational Therapist Assistant.
 
LANGUAGE SKILLS
Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.  Ability to write routine reports and correspondence.  Ability to speak effectively before administrators, parents, students and the general public.
 
MATHEMATICAL SKILLS
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.  Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.
 
PHYSICAL DEMANDS 
While performing the duties of this job, the employee is regularly required to talk or hear.  The employee frequently is required to walk and reach with hands and arms.  The employee is occasionally required to stand; sit; use hands to finger, handle, or feel; and stoop, kneel, crouch, or crawl.  The employee will occasionally lift or carry (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours.  Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. 
 
WORK ENVIRONMENT 
While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Frequent district-wide travel to multiple campuses as assigned.  The noise level in the work environment is usually quiet/moderate.
 
Revised Date:                          October 30, 2018
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
 
 




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Openings as of 3/30/2025

Orientation and Mobility Specialist

JobID: 567

Position Type:
  Special Education/Orientation and Mobility Specialist


Date Posted:
  2/16/2022


Location:
  Special Education


  Additional Information:  Show/Hide
Job Title:                 Orientation and Mobility Specialist
Reports To:             Coordinator for Special Education Campus Operations
FLSA Status:           Exempt
 
SUMMARY
Assists students who are blind or visually impaired achieve maximum independence through instruction in safe, efficient travel within the home, school, and community by developing an orientation and mobility program specific to individual student needs.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
 
Participates in the referral and assessment process of visually impaired students.
Conducts evaluations of the orientation and mobility needs of visually impaired students.
 
Develops appropriate IEP goals and objectives, and Early Childhood Intervention (ECI) outcomes.
 
Compiles, maintains, and files all reports, records, and other required documents to include but not limited to inputting evaluations, daily session notes, progress reports, and maintaining documentation for Medicaid Billing, as necessary, into the KISD informational management system. 
 
Prepares and maintains a database of referrals and evaluations for each assigned school.
 
Organizes and implements orientation and mobility services and supports which address goals and policies.
 
Provides direct instructional orientation and mobility services to students with visual impairments and consultation to school, staff, peers, and community as per IEP.
 
Orders, distributes, and maintains canes and low vision devices related to travel.
 
Collaborates with vision teacher and other instructional and/or related services personnel.
 
Consults with and advises school personnel on design and provision of safe efficient environments.
 
Obtains additional or supplementary information from appropriate persons, agencies, and/or available records.

Makes recommendations for orientation and mobility services and refers for other services as appropriate.
 
Coordinates services and provides information to school personnel and community agencies.
 
Provides on-going information for administrative personnel regarding orientation and mobility services and implication for student placement.
 
Recommends any modifications to program or specialized services needed based on the visual impairment.
 
Participates in ARDC and IFSP meetings as appropriate.
Complies with all legal and ethical guidelines of the Orientation and Mobility Code of Ethics.
 
Consults with home and school personnel and outside agencies regarding needs of individual students.
 
Receives and records initial referral information and requests.
 
Obtains additional or supplementary information from appropriate persons, agencies, and/or available records.
 
Integrates current professional knowledge and skills into orientation and mobility services and supports.
 
Provides direct instructional services to student with a visual impairment in evaluation areas.
 
Performs other duties as assigned.
 
SUPERVISORY RESPONSIBILITIES
This job has no supervisory responsibilities.
 
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
 
EDUCATION and/or EXPERIENCE
Bachelor's degree in Rehabilitation Science or equivalent with emphasis in Orientation and Mobility.
 
CERTIFICATES, LICENSES, REGISTRATIONS
The Academy for Certification of Vision, Rehabilitation and Education Professionals Certificate.
 
LANGUAGE SKILLS
Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.  Ability to write routine reports and correspondence.  Ability to speak effectively before staff, students and parents.
 
MATHEMATICAL SKILLS
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.  Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.
 
PHYSICAL DEMANDS 
While performing the duties of this job, the employee is regularly required to talk or hear.  The employee frequently is required to walk and reach with hands and arms.  The employee is occasionally required to stand; sit; use hands to finger, handle, or feel; and stoop, kneel, crouch, or crawl.  The employee will occasionally lift or carry (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours.  Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. 
 
 
 
WORK ENVIRONMENT 
While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Frequent district-wide travel to multiple campuses as assigned.  The noise level in the work environment is usually quiet/moderate.
 
Revised Date:                           October 30, 2018
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
 
 
 




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Openings as of 3/30/2025

Parent Educator

JobID: 2149

Position Type:
  Special Education/Parent Educator


Date Posted:
  3/7/2023


Location:
  Special Education


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Job Title:                 Parent Educator
Reports To:             Coordinator for Special Education Campus Operations
Pay Grade:              AP2
 
SUMMARY
Works with school staff, families, and students diagnosed with autism to provide parent training and to create an in-home program that will enable students and parent(s) to make progress in their homes.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
 
Teaches parent(s) of students with autism to implement time-efficient and cost-effective teaching techniques that will enhance student’s social engagement, play, language and modeling skills.
 
Observes students with autism in home and educational settings to recommend in home instructional strategies and modifications, including developmental milestones.
 
Keeps current in learning theory and shares this information with staff, community and families by providing professional learning and parent training.
 
Monitors students and parent(s) progress and makes recommendations for ongoing services and supports as appropriate.
 
Communicates and interacts with students, parents, staff and the community in a professional manner while maintaining the confidentiality of the students.
 
Monitors student progress and makes recommendations for ongoing services and supports as appropriate.
 
Observes, consults, and assists parent(s) in developing in home supports for students with autism.
 
Participates in ARDC meetings as necessary to discuss evaluations and in home strategies.
 
Keeps informed of and complies with federal, state, district, and school regulations and policies while maintaining all required documentation.
 
Maintains an inventory of special education equipment and assists in ordering appropriate material for parent(s) and students with autism.
 
Performs other duties as assigned.
 
SUPERVISORY RESPONSIBILITIES
As needed supervise other parent trainers to assist in services of families with autism.
 
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
 
EDUCATION and/or EXPERIENCE
Bachelor's degree with additional training and knowledge of students with Autism Spectrum Disorders. Three to five years special education teaching experience, preferably in a self-contained setting.
 
CERTIFICATES, LICENSES, REGISTRATIONS
Special Education teaching certificate
 
LANGUAGE SKILLS
Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before staff, students and parents.
 
MATHEMATICAL SKILLS
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.  Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.
 
PHYSICAL DEMANDS 
While performing the duties of this job, the employee is regularly required to talk or hear.  The employee frequently is required to walk and reach with hands and arms.  The employee is occasionally required to stand; sit; use hands to finger, handle, or feel; and stoop, kneel, crouch, or crawl.  The employee will occasionally lift or carry (45 pounds or more) and positioning of students with physical disabilities, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours.  Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. 
 
WORK ENVIRONMENT 
While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Occasional district-wide travel to multiple campuses as assigned.  The noise level in the work environment is usually quiet/moderate.
 
 
Revised Date:                          October 30, 2018
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
 




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Openings as of 3/30/2025

Physical Therapist

JobID: 2715

Position Type:
  Special Education/Physical Therapist


Date Posted:
  8/9/2023


Location:
  Special Education


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Job Title:                 Physical Therapist
Reports To:             Coordinator for Special Education Campus Operations
FLSA Status:           Exempt
 
SUMMARY
Develops, implements and coordinates a physical therapy program including screening, evaluation and intervention services.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
 
Complies with all legal and ethical guidelines of the Texas Physical Therapy Practice Act.
 
Adheres to the Texas Physical Therapy Board Guidelines to maintain proper supervision between the Physical Therapist (PT) and Physical Therapist Assistant (PTA).
 
Provides direct supervision over physical therapy assistants per Texas Therapy Board Guidelines.
 
Analyzes risk, problem solves, and trains staff to manage physical needs.
 
Organizes and implements physical therapy services and supports.
 
Establishes and maintains an appropriate record keeping and reporting system.
 
Provides direct, indirect, and consultative physical therapy intervention for individual students and/or groups as per IEP.
 
Consults with home and school personnel and outside agencies regarding needs of individual students.
 
Instructs, supervises, and monitors home and school personnel in the therapeutic management of students.
 
Receives and records initial referral information and requests.
 
Compiles, maintains, and files all reports, records, and other required documents to include but not limited to inputting evaluations, daily session notes, progress reports, and maintaining documentation for Medicaid Billing, as necessary, into the KISD informational management system. 
 
Maintains documentation and approval of supervisee session notes on a weekly basis. Writes and/or reviews of quarterly progress reports before locking in informational management system.
 
Prepares and maintains a database of referrals and evaluations for each school assigned.
 
Conducts informal screenings.
 
Conducts evaluations using appropriate tools.
 
 Participates in ARDC meetings as appropriate. 
 
Makes recommendations for physical therapy intervention and refers to other services as appropriate.
 
Coordinates services and provides information to school personnel and community agencies.
 
Submits orders for equipment and supplies.
 
Provides on-going information for administrative personnel regarding physical/motor disabilities, physical therapy services, and implication for student placement.
 
Provides informal and formal professional learning for all levels of educational and support personnel.
 
Provides clinical internship opportunities for students enrolled in physical therapy schools and physical therapist assistance programs.
 
Integrates current professional knowledge and skill into physical therapy services and supports.
 
Plans and conducts training for parents and/or non-school personnel to facilitate the total growth of the student at school and in other settings.
 
Collaborates with school personnel to facilitate the participation of students in the total school program (e.g., field day adaptations).
 
Performs other duties as assigned.
 
SUPERVISORY RESPONSIBILITIES
Supervises physical therapy assistants.  Carries out supervisory responsibilities in accordance with the Texas Physical Therapy State Board Guidelines. Responsibilities include professional learning for employees; planning, assigning, and directing work; addressing complaints and resolving problems.
 
QUALIFICATIONS 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
 
EDUCATION and/or EXPERIENCE
Bachelor's degree in Physical Therapy
 
CERTIFICATES, LICENSES, REGISTRATIONS
Texas Board of Physical Therapy Examiners License as Physical Therapist
 
LANGUAGE SKILLS
Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.  Ability to write routine reports and correspondence.  Ability to speak effectively before groups of customers or employees of organization.
 
MATHEMATICAL SKILLS
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.  Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.
 
PHYSICAL DEMANDS 
While performing the duties of this job, the employee is regularly required to talk or hear.  The employee frequently is required to walk and reach with hands and arms.  The employee is occasionally required to stand; sit; use hands to finger, handle, or feel; and stoop, kneel, crouch, or crawl.  The employee will occasionally lift or carry (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours.  Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. 
 
WORK ENVIRONMENT 
While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Frequent district-wide travel to multiple campuses as assigned.  The noise level in the work environment is usually quiet/moderate.
 
Revised Date:            October 30, 2018
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
 
 
 




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Openings as of 3/30/2025

Physical Therapist Assistant

JobID: 3223

Position Type:
  Special Education/Physical Therapist Assistant


Date Posted:
  4/29/2024


Location:
  Special Education


Date Available:
  08/01/2023


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Job Title:                 Physical Therapist Assistant
Reports To:             Coordinator for Special Education Campus Operations and PT Supervisor
FLSA Status:           Exempt
 
SUMMARY
Administers physical therapy interventions guided by an Individual Education Plan (IEP) delegated by a physical therapist to improve the students’ functional independence at school.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following under the direction of supervising therapist and/or district supervisor.
 
Complies with all legal and ethical guidelines of Texas Physical Therapy Practice Act.
 
Adheres to the Texas Physical Therapy Board Guidelines to maintain proper supervision between the Physical Therapist Assistant (PTA) and Physical Therapist (PT).
 
Organizes and implements physical therapy services and supports.
 
Makes minor adjustments in intervention delivery as needed that are consistent with the established IEP.
 
Refers problems or modification to intervention to the school physical therapist for solution.
 
Compiles, maintains, and files all reports, records, and other required documents to include but not limited to inputting evaluations, daily session notes, progress reports, and maintaining documentation for Medicaid Billing, as necessary, into the KISD informational management system. 
 
Prepares and maintains a database of referrals and evaluations for each school assigned.
 
Provides direct, indirect, and consultative physical therapy intervention for individual students and/or groups as per IEP.
 
Consults with home and school personnel and outside agencies regarding needs of individual students.
 
Instructs, supervises, and monitors home and school personnel in the therapeutic management of students.
 
Obtains additional or supplementary information from appropriate persons, agencies, and/or available records.
 
Conducts informal screenings when requested by their supervising PT.
 
Documents, analyzes, and interprets data.
 
Participates in ARDC meetings as requested by supervising PT. 
 
Makes recommendations for physical therapy intervention and/or suggests referrals for other services to their supervising PT.
 
Processes orders for equipment and supplies under the supervision of their PT.
 
Coordinates services and provides information to school personnel and community agencies.
 
Provides on-going information for administrative personnel regarding physical/motor disabilities, physical therapy services, and implication for student placement.
 
Provides informal and formal professional learning for all levels of educational and support personnel.
 
Integrates current professional knowledge and skill into physical therapy services and supports.
 
Plans and conducts training for parents and/or non-school personnel to facilitate the total growth of the student at school and in other settings.
 
Collaborates with school personnel to facilitate the participation of students in the total school program (e.g., field day adaptations).
 
Performs other duties as assigned.
 
SUPERVISORY RESPONSIBILITIES
This job has no supervisory responsibilities.
 
QUALIFICATIONS 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
 
EDUCATION and/or EXPERIENCE
Associates degree in Physical Therapy
 
CERTIFICATES, LICENSES, REGISTRATIONS
Texas Board of Physical Therapy Examiners License as Physical Therapist Assistant
 
LANGUAGE SKILLS
Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.  Ability to write routine reports and correspondence.  Ability to speak effectively before groups of customers or employees of organization.
 
MATHEMATICAL SKILLS
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.  Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.
 
 
 
 
PHYSICAL DEMANDS 
While performing the duties of this job, the employee is regularly required to talk or hear.  The employee frequently is required to walk and reach with hands and arms.  The employee is occasionally required to stand; sit; use hands to finger, handle, or feel; and stoop, kneel, crouch, or crawl.  The employee will occasionally lift or carry (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours.  Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. 
 
WORK ENVIRONMENT 
While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Frequent district-wide travel to multiple campuses as assigned.  The noise level in the work environment is usually quiet/moderate.
 
Revised Date:            October 30, 2018
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
 
 
 




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Openings as of 3/30/2025

Physical Therapist Assistant 2024-2025 School Year

JobID: 3242

Position Type:
  Special Education/Physical Therapist Assistant


Date Posted:
  5/9/2024


Location:
  Special Education


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Job Title:                 Physical Therapist Assistant
Reports To:             Coordinator for Special Education Campus Operations and PT Supervisor
FLSA Status:           Exempt
 
SUMMARY
Administers physical therapy interventions guided by an Individual Education Plan (IEP) delegated by a physical therapist to improve the students’ functional independence at school.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following under the direction of supervising therapist and/or district supervisor.
 
Complies with all legal and ethical guidelines of Texas Physical Therapy Practice Act.
 
Adheres to the Texas Physical Therapy Board Guidelines to maintain proper supervision between the Physical Therapist Assistant (PTA) and Physical Therapist (PT).
 
Organizes and implements physical therapy services and supports.
 
Makes minor adjustments in intervention delivery as needed that are consistent with the established IEP.
 
Refers problems or modification to intervention to the school physical therapist for solution.
 
Compiles, maintains, and files all reports, records, and other required documents to include but not limited to inputting evaluations, daily session notes, progress reports, and maintaining documentation for Medicaid Billing, as necessary, into the KISD informational management system. 
 
Prepares and maintains a database of referrals and evaluations for each school assigned.
 
Provides direct, indirect, and consultative physical therapy intervention for individual students and/or groups as per IEP.
 
Consults with home and school personnel and outside agencies regarding needs of individual students.
 
Instructs, supervises, and monitors home and school personnel in the therapeutic management of students.
 
Obtains additional or supplementary information from appropriate persons, agencies, and/or available records.
 
Conducts informal screenings when requested by their supervising PT.
 
Documents, analyzes, and interprets data.
 
Participates in ARDC meetings as requested by supervising PT. 
 
Makes recommendations for physical therapy intervention and/or suggests referrals for other services to their supervising PT.
 
Processes orders for equipment and supplies under the supervision of their PT.
 
Coordinates services and provides information to school personnel and community agencies.
 
Provides on-going information for administrative personnel regarding physical/motor disabilities, physical therapy services, and implication for student placement.
 
Provides informal and formal professional learning for all levels of educational and support personnel.
 
Integrates current professional knowledge and skill into physical therapy services and supports.
 
Plans and conducts training for parents and/or non-school personnel to facilitate the total growth of the student at school and in other settings.
 
Collaborates with school personnel to facilitate the participation of students in the total school program (e.g., field day adaptations).
 
Performs other duties as assigned.
 
SUPERVISORY RESPONSIBILITIES
This job has no supervisory responsibilities.
 
QUALIFICATIONS 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
 
EDUCATION and/or EXPERIENCE
Associates degree in Physical Therapy
 
CERTIFICATES, LICENSES, REGISTRATIONS
Texas Board of Physical Therapy Examiners License as Physical Therapist Assistant
 
LANGUAGE SKILLS
Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals.  Ability to write routine reports and correspondence.  Ability to speak effectively before groups of customers or employees of organization.
 
MATHEMATICAL SKILLS
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.  Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.
 
 
 
 
PHYSICAL DEMANDS 
While performing the duties of this job, the employee is regularly required to talk or hear.  The employee frequently is required to walk and reach with hands and arms.  The employee is occasionally required to stand; sit; use hands to finger, handle, or feel; and stoop, kneel, crouch, or crawl.  The employee will occasionally lift or carry (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours.  Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. 
 
WORK ENVIRONMENT 
While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Frequent district-wide travel to multiple campuses as assigned.  The noise level in the work environment is usually quiet/moderate.
 
Revised Date:            October 30, 2018
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
 
 
 




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Openings as of 3/30/2025

Sign Language Interpreter - Certified

JobID: 648

Position Type:
  Special Education/Sign Language Interpreter (Deaf Ed)


Date Posted:
  2/16/2022


Location:
  Special Education


Date Available:
  02/16/2022


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Job Title:                                 Sign Language Interpreter – Certified
Reports To:                             School Principal, Director of Special Education, Coordinator for Deaf Education, and/or Assigned Teacher(s)
FLSA Status:                           Non-exempt                
 
SUMMARY:
Facilitates communication between the deaf student, teachers, other service providers, and peers, and acts as tutor for deaf students.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
 
Provides expressive and voice interpreting services for deaf students in the communication mode prescribed and acts as language model for students.
 
Relates all class activities to the deaf student and assists in providing orientation to deafness for mainstream staff and students.
 
Interprets assemblies, club meetings, special activities such as graduation exercises, teacher and principal conferences, and other special events as extra-curriculum activities necessary during the regular school day.
 
Provides the instruction for sign language classes.
 
Conducts individual instruction as directed by the supervisor of the deaf education program and/or classroom teacher, time permitting, away from mainstream classes.
 
Assists in evaluating student progress according to the criteria and procedures outlined by the teacher.
 
Informs teacher(s) and other appropriate staff members of any problems or special information about individual students, including communication skills and language mode of each student.
 
Serves as the chief source for information and help to a substitute teacher.
 
Performs other such tasks as may be assigned by the responsible teacher, coordinator for deaf education program, or principal.
 
SUPERVISORY RESPONSIBILITIES:
This job has no supervisory responsibilities; however, the deaf education interpreter works closely with students, faculty, and volunteers.
 
QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  There may be alternatives to the qualifications as the Board of Trustees may find appropriate.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
EDUCATION or EXPERIENCE:
High school diploma or general education degree (GED) certificate.  Must have a level one Board for Evaluation of Interpreters (BEI) certification or National Interpreter Certification.  
 
LANGUAGE SKILLS:
Ability to read and comprehend instructions, short correspondence, and memos.  Ability to write correspondence.  Ability to effectively present information in one-on-one and small group situations to students, other employees of the organization, and parents.
 
MATHEMATICAL SKILLS:
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.  Ability to compute rate, ratio, and percent.
 
REASONING ABILITY:
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.  Ability to implement specific program guidelines after training.
 
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
While performing the duties of this job, the employee is regularly required to stand and walk.  The employee frequently is required to use hands to finger, handle, or feel; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl; and talk or hear.  The employee is occasionally required to sit.  The employee must regularly lift and carry 15-44 pounds; occasionally lift and carry 45 pounds and more; may lift and move text books and classroom equipment. Specific vision abilities required by this job include close vision, distance vision, depth perception, and ability to adjust focus.
 
WORK ENVIRONMENT:
The work environment characteristics 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.  The employee may be required to be exposed to outside weather condition, extreme cold, and extreme heat.  The noise level in the work environment is usually moderately quiet.
 
OTHER QUALIFICATIONS:
Proficiency in the Signing Exact English System and the ability to interpret academic subjects Pre-K - 12.
 
Revised Date:          July 19, 2016
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties and skills that may be required.                              
 




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Openings as of 3/30/2025

Social Worker

JobID: 2341

Position Type:
  Special Education/Social Worker


Date Posted:
  4/28/2023


Location:
  Special Education


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Job Title:                 School Social Worker
Reports To:             Coordinator for Special Education Campus Operations
FLSA Status:           Exempt
 
Summary
Assists with mental health concerns, behavioral concerns, positive behavioral support, academic and classroom support, consultation with teachers, parents and administrators as well as provide individual and group counseling/therapy (sswaa 2015).
 
Essential Duties and Responsibilities
Provides assessment, and evaluation for developing appropriate intervention strategies to increase academic success.
 
Participates in special education assessment review and dismissal (ARD) meetings as well as Individual Educational Planning (IEP) meetings as needed.
 
Works with problems in a child's living situation that affect the child’s adjustment in school (home, school, and community).
 
Provides counseling (group, individual and/or family).
 
Coordinates family, school, and community resources to enable the child to learn as effectively as possible in his or her educational program.
 
Assists in developing positive behavioral intervention strategies.
 
Provides staff with essential information to better understand factors (cultural, societal, economic, familial, health, etc.) affecting a student’s performance and behavior.
 
Provides home visits for the sole purpose of gathering helpful information on a student’s background and/or providing parents with educational intervention, and referrals, when appropriate.
 
Identifies and reports child abuse and neglect.
 
Assists with conflict resolution and anger management.
 
Helps the child develop appropriate social interaction skills.
 
Assists the child in understanding and accepting self and others.
 
Provides crisis intervention as needed.
 
Maintains current knowledge of local social services resources available to students and their families.
 
Maintains current knowledge and skills related to social work ethics, values, and laws governing social work practices.
 
Provides other services as assigned as related to School Social Workers Association and National code of ethics (sswaa 2015).
 
Collects data for IEPs, session notes, and quarterly progress reports.
 
Prepares and maintains a computerized database of referrals and evaluations for each school assigned.
 
Compiles, maintains, and files all reports, records, and other required documents to include but not limited to inputting evaluations, daily session notes, progress reports, and maintaining documentation for Medicaid billing, as necessary, into the KISD informational management system. 
 
Prepares and maintains a database of referrals and evaluations for each school assigned.
 
Performs other duties as assigned.
 
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required. 
 
EDUCATION and/or EXPERIENCE
Licensed Master’s Social Work degree required and three years’ experience working with school age students preferred.
 
CERTIFICATES, LICENSES AND REGISTRATIONS
Licensed Master Social Worker or Licensed Clinical Social Worker by the Texas State Board of Social Worker Examiners.
 
LANGUAGE SKILLS
Ability to read, analyze, and interpret general educational periodicals, professional journals, or governmental laws and regulations. Ability to write reports, educational correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of students, parents, faculty, and the general public.
 
MATHEMATICAL SKILLS
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
 
PHYSICAL DEMANDS                                                                                                                                                 
While performing the duties of this job, the employee is regularly required to talk or hear.  The employee frequently is required to walk and reach with hands and arms.  The employee is occasionally required to stand; sit; use hands to finger, handle, or feel; and stoop, kneel, crouch, or crawl.  The employee will occasionally lift or carry (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours.  Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. 
 
 WORK ENVIRONMENT                                                                                                                               
While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Frequent district-wide travel to multiple campuses as assigned.  The noise level in the work environment is usually quiet/moderate.
 
Revised Date:                                        October 30, 2018
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. 
 
 




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Openings as of 3/30/2025

Speech Language Pathologist

JobID: 3469

Position Type:
  Special Education/Speech Language Pathologist


Date Posted:
  11/18/2024


Location:
  Special Education


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Job Title:                 Speech Language Pathologist
Reports To:             Coordinator for Special Education Campus Operations/Principal
FLSA Status:           Exempt
 
SUMMARY
Plans and provides speech-language pathology services to students with articulation, voice, dysfluency, and/or language disorders.  Assesses students and provides intervention to eliminate or reduce impairments that interfere with students' ability to derive benefit from the educational program.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
 
Understands and uses the Code of Ethics set forth by American Speech-Language Hearing Association (ASHA) and Texas Department of Licensing Regulation (TDLR) in making decisions for students in the academic setting.
 
Conducts comprehensive evaluations to assess students with speech or language disorders to determine eligibility for services and writes evaluation reports (FIE) according to state and district guidelines.
 
Participates in the Admission, Review, and Dismissal (ARD) Committee meetings to assist in interpretation of assessment data, appropriate placement, and goal setting for students with communication impairments according to district procedures.
 
Plans and provides appropriate individual and group therapy to students consistent with speech and language goals contained in Individual Education Plans (IEP).
 
Provides high quality and appropriate therapy services to support students academically by incorporating evidence-based practices into therapy.
 
Serves students in the least restrictive environment (LRE) while integrating school-based curriculum into therapy.  
 
Evaluates student progress and determines readiness for dismissal from speech therapy services.
 
Collaborates with classroom teachers to plan and implement classroom activities to improve communication skills of students.
 
Provides professional learning in assigned schools to help school personnel identify and understand communication impairments in students.
 
Communicates effectively with colleagues, students, and parents regarding the accomplishment of speech therapy goals and needs of the student.
 
Creates a clutter free learning environment conducive to learning and appropriate for the maturity level and interests of students served.
 
Supervises and/or provides guidance as needed to licensed speech-language pathology assistant(s), SLP Graduate students, or Speech Pathology Interns in accordance with Texas Department of Licensing Regulations (TDLR). Interns may not supervise speech assistants or other interns.
 
Develops and coordinates a continuing evaluation of speech-language pathology services and makes recommendations for changes based on the findings through data collection and informal observation.
 
Assists in the selection of equipment and instructional materials needed for the provision of speech therapy.
 
Compiles, maintains, and files all reports, records, and other required documents to include but not limited to inputting evaluations, daily session notes, progress reports, and maintaining documentation for Medicaid Billing, as necessary, into the KISD informational management system. 
 
Prepares and maintains a database of referrals and evaluations for each school assigned.
 
Collects data for IEPs, session notes and quarterly progress reports and provides information in a timely manner to interpret and make recommendations of changes for IEP and evaluations.
 
Complies with policies established by federal and state laws, State Board of Education rules, and board policy.
 
Complies with all district and campus routines and regulations.
 
Performs such other duties as assigned.
 
SUPERVISORY RESPONSIBILITIES
Carries out supervisory responsibilities in accordance with the organization's policies and applicable laws and in accordance with Texas Department of Licensing Regulations (TDLR) and American Speech-Language Hearing Association (ASHA).  Responsibilities include interviewing and professional learning of employees; planning, assigning, and directing work; appraising performance; addressing complaints and resolving problems.
 
QUALIFICATIONS 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
 
EDUCATION and/or EXPERIENCE
Master's degree in Speech-language pathology/Communications Services and Disorders, or equivalent.
Computer Literate.
 
CERTIFICATES, LICENSES, REGISTRATIONS
Licensed as a Speech Language Pathologist by the Texas Department of Licensing Regulation (TDLR).  Maintain licensure in accordance with the American Speech-Language Hearing Association (ASHA) and maintenance of Certificate of Clinical Competency (CCC) as applicable. Must possess or apply for National Provider Identification (NPI) number within 30 days of employment.
 
 LANGUAGE SKILLS
Ability to read, analyze, and interpret general educational periodicals, professional journals, technical procedures, or governmental regulations.  Ability to write reports, business correspondence, and procedure manuals.  Ability to effectively present information and respond to questions from groups of administrators, teachers, students, parents, and the general public.
 
MATHEMATICAL SKILLS
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.  Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
 
REASONING ABILITY
Ability to apply common sense and understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems and display flexibility involving several concrete variables in standardized and non-standardized situations. Ability to function professionally in all aspects of educational situations according to district code of conduct; including appropriate dress, manners, and physical presentation.
 
PHYSICAL DEMANDS 
While performing the duties of this job, the employee is regularly required to talk or hear.  The employee frequently is required to walk and reach with hands and arms.  The employee is occasionally required to stand; sit; use hands to finger, handle, or feel; and stoop, kneel, crouch, or crawl.  The employee will occasionally lift or carry (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours.  Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. 
 
WORK ENVIRONMENT 
While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Frequent district-wide travel to multiple campuses as assigned.  The noise level in the work environment is usually quiet/moderate.
 
 
Revised Date:                            October 30, 2018
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
 




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Openings as of 3/30/2025

Speech Language Pathologist Assistant

JobID: 3470

Position Type:
  Special Education/Speech Language Pathologist Assistant


Date Posted:
  11/18/2024


Location:
  Special Education


Closing Date:
  Until Filled


  Additional Information:  Show/Hide
Job Title:                 Speech Language Pathologist Assistant
Reports To:             Coordinator for Special Education Campus Operations and SLP Supervisor
FLSA Status:           Exempt
 
SUMMARY
Plans and provides speech-language pathology services to students with articulation, voice, dysfluency, and/or language disorders.  Provides intervention to eliminate or reduce impairments that interfere with students' ability to derive full benefit from the educational program under the supervision of a licensed Speech Language Pathologist (SLP).
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following under the direction of supervising therapist and/or district supervisor:
 
Plans and provides appropriate individual and group therapy to students consistent with speech and language goals contained in Individual Education Plans (IEPs) developed by Speech-Language Pathologist (SLP).
 
Collects and inputs data on student progress based on IEP goals into the KISD information management system weekly at a minimum.
 
Collaborates with classroom teachers to plan and implement classroom activities to improve communication skills of students.
 
Communicates effectively with colleagues, students, and supervising SLP regarding the accomplishment of speech therapy goals and needs of the student.
 
Creates a clutter free learning environment conducive to learning and appropriate for the maturity level and interests of students served.
 
Collects data for IEPs, session notes and quarterly progress reports and provides information to the SLP in a timely manner to interpret and make recommendations of changes for IEP and evaluations.
 
Assists in the selection of equipment and instructional materials needed for the provisions of speech therapy.
 
Compiles, maintains, and files all reports, records, and other required documents to include but not limited to inputting evaluations, daily session notes, progress reports, and maintaining documentation for Medicaid Billing, as necessary, into the KISD informational management system. 
 
Prepares and maintains a database of referrals and evaluations for each school assigned.
 
Compiles, maintains, and files all reports, records, and other required documents.
 
Complies with policies established by federal and state laws, State Board of Education rules, and board policy.
 
Complies with all district and campus routines and regulations.
 
Participates in professional learning activities to improve skills related to job assignment.
 
Performs such other duties as assigned.
 
SUPERVISORY RESPONSIBILITIES
This job has no supervisory responsibilities.
 
QUALIFICATIONS 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
 
EDUCATION and/or EXPERIENCE
Bachelor's degree in Speech-language pathology/ Communications Sciences and Disorders
 
CERTIFICATES, LICENSES, REGISTRATIONS
Licensed as a Speech Language Pathologist - Assistant by the Texas Department of Licensing Regulation (TDLR).  Maintain licensure in accordance with the American Speech-Language Hearing Association (ASHA) and maintenance of Certificate of Clinical Competency (CCC) as applicable.
 
LANGUAGE SKILLS
Ability to read, analyze, and interpret general educational periodicals, professional journals, technical procedures, or governmental regulations.  Ability to collaborate with Speech Language Pathologist on documentation of caseload, business correspondence, and procedure manuals.  Ability to effectively present information and respond to questions from groups of administrators, teachers, students, parents, and the general public.
 
MATHEMATICAL SKILLS
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.  Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
 
REASONING ABILITY
Ability to apply common sense and understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems and display flexibility involving several concrete variables in standardized and non-standardized situations. Ability to function professionally in all aspects of educational situations according to district code of conduct; including appropriate dress, manners, and physical presentation.
 
PHYSICAL DEMANDS 
While performing the duties of this job, the employee is regularly required to talk or hear.  The employee frequently is required to walk and reach with hands and arms.  The employee is occasionally required to stand; sit; use hands to finger, handle, or feel; and stoop, kneel, crouch, or crawl.  The employee will occasionally lift or carry (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours.  Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus. 
 
WORK ENVIRONMENT 
While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Frequent district-wide travel to multiple campuses as assigned.  The noise level in the work environment is usually quiet/moderate.
 
Revised Date:                    October 30, 2018
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
 




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Openings as of 3/30/2025

Teacher, Visually Impaired (Pooled)

JobID: 653

Position Type:
  Special Education/Visually Impaired


Date Posted:
  2/16/2022


Location:
  Special Education


  Additional Information:  Show/Hide
Job Title:                 Teacher Special Education
Reports To:             Principal and/or Coordinator for Special Education Campus Operations
FLSA Status:          Exempt
 
SUMMARY
Provides students with appropriate learning activities and experiences designed to provide an appropriate education for intellectual, emotional, physical, and social growth.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
 
Plans and implements curriculum and utilizes effective teaching strategies. 
 
Confers with parents, administrators, teachers, support staff, and others to develop IEP’s for students. 
 
Prepares draft goals and objectives for assigned students prior to ARD meetings as directed by campus ARD Administrator. 
 
Participates in ARD meetings and provides all requested/required documentation.
 
Implements individual educational plans (IEP's) and instructional materials to meet individual needs of students with disabilities.
 
Conducts on-going formative and summative assessments to monitor student progress on goals and objectives and completes required progress reports.
 
Serves as case manager for assigned students.
 
Maintains appropriate records, to include attendance, progress and interim reports, updated IEP’s, grade reports, and any other required documentation.  Protects the confidentiality of student records and information.
 
Confers with students and discusses with parents information related to progress (academically and behaviorally).
 
Observes special education students in various educational settings at school, including the general education classroom, in order to provide evaluations of instructional strategies and modifications, facilitate curriculum coordination between general and special education, and evaluate appropriateness of the student’s IEP.
 
Selects and cares for special education equipment and other instructional materials.  Maintains an inventory of special education equipment.  Arranges and adjusts tools and work aids such as worktables, computers, and any other assigned equipment – such as orthopedic equipment, as required.
 
Employs a variety of instructional techniques and media, and demonstrates and utilizes technology and audiovisual aids that are consistent with the needs and capabilities of students.
 
Develops, in accordance with district and building guidelines, reasonable rules of classroom behavior and appropriate disciplinary techniques which are consistently applied, in order to teach and maintain order and discipline in the classroom.
 
Works with students to increase motivation.  Provides consistent reinforcement for learning, continuous assessment of level of functioning, and continuous feedback to students for all learning activities to include development of good study habits. 
 
Assists student with physical needs, i.e. diapers, catheter, tube feedings, etc. 
 
Participates in district’s professional learning opportunities.  Attends staff, department, and committee meetings as required.    Shares knowledge that will improve teaching and learning.
 
Keeps informed of and complies with federal, state, district, and school regulations and policies for classroom teachers.
 
Presents subject matter according to guidelines established by the Texas Education Agency, Board of Trustees policies, and administration regulations.
 
Maintains regular, on-time attendance.
 
Demonstrates behavior that is professional, ethical, responsible, and in accordance with the Educator’s Code of Ethics, at all times.
 
Performs other duties as assigned.
 
SUPERVISORY RESPONSIBILITIES
Supervises one or more teachers aide(s) and/or volunteer(s).  Carries out supervisory responsibilities in accordance with the organization's policies and applicable laws. Responsibilities include training employees/volunteers; planning, assigning, and directing work; addressing complaints and resolving problems.
 
QUALIFICATIONS 
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
 
EDUCATION and/or EXPERIENCE
Bachelor's degree.
 
CERTIFICATES, LICENSES, REGISTRATIONS
Texas teaching certificate with a special education endorsement and/or certification.
 
LANGUAGE SKILLS
Ability to read, analyze, and interpret general periodicals, professional journals, technical procedures, or governmental regulations.  Ability to write reports, correspondence, and procedure manuals.  Ability to effectively present information and respond to questions from students, administration, staff, parents, and the general public.
 
MATHEMATICAL SKILLS
Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume.  Ability to apply concepts of basic algebra and geometry.  Ability to calculate and apply advanced mathematical concepts such as exponents, logarithms, quadratic equations and permutations, if teaching higher levels of math.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.  Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. 
 
PHYSICAL DEMANDS 
While performing the duties of this job, the employee is regularly required to stand and talk or hear.  The employee frequently is required to sit; use hands to finger, handle, or feel; reach with hands and arms; and stoop, kneel, crouch, or crawl.  The employee is occasionally required to walk.  The employee will occasionally lift or carry (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive equipment; may work prolonged or irregular hours.   Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus.
 
WORK ENVIRONMENT 
While performing the duties of this job, the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Occasional district-wide travel to multiple campuses as assigned.  The noise level in the work environment is usually quiet/moderate.
 
Revised Date:                        October 30, 2018
 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.
 




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