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EAST CENTRAL INDEPENDENT SCHOOL DISTRICT
Job Announcement - June 16, 2026
Responsive Rigor, Engaging Environment, Academic Access, Communication, High Expectations (REACH) Teacher

The position for a Responsive Rigor, Engaging Environment, Academic Access, Communication, High Expectations (REACH) Teacher will be available at East Central ISD for the 2026-2027 school year. All individuals (district employees included) who are interested in this position must apply online through Frontline via the district website. The deadline for submitting an application is 4:00 pm., June 26, 2026, or until the position is filled.  
PRIMARY PURPOSE:  To provide structured, specially designed instruction in a self-contained bridge setting for students with disabilities who require more intensive support than typical inclusion, co-teach, or resource models can consistently provide. To deliver modified grade-level TEKS instruction embedded with evidence-based behavioral strategies to build students' communication, self-regulation, and independence, with a clear pathway toward greater participation in general education settings.
ESSENTIAL JOB FUNCTIONS:

1. Deliver modified grade-level TEKS instruction aligned to each student's IEP goals within a structured, self-contained classroom setting.
2. Implement evidence-based behavioral strategies embedded in daily instruction, including function-based behavior support, positive reinforcement systems, discrete trial teaching, naturalistic teaching approaches, task analysis, chaining, and prompting hierarchies with planned prompt fading.
3. Use antecedent strategies such as visuals, schedules, choice, and priming to proactively prevent challenging behavior and support student engagement.
4. Build students' communication, self-regulation, adaptive participation, and independence skills to support generalization across people, settings, and tasks.
5. Participate in Admission, Review, and Dismissal (ARD) committee meetings for identified students, as appropriate.
6. Collect and analyze progress monitoring data across academic, communication, regulation, and independence goals to drive instructional and behavioral decisions.
7. Collaborate with the Special Education Teacher, General Education Teacher, related service providers, and campus staff to coordinate, support and facilitate students' gradual transition into general education settings.
8. Collaborate with campus staff on functional behavioral assessments (FBAs) and implement Behavior Intervention Plans (BIPs) based on individual student data.
9. Plan and implement structured classroom systems, routines, and instructional frameworks consistent with the REACH program model.
10. Support the fading of students into less restrictive settings as exit criteria are met, in coordination with the Special Education Team and ARD committee.
11. Complete paperwork required by the District for billing services eligible under the Student Health and Related Services (SHARS) Program or Medicaid Administrative Claims (MAC) Program.
12. Compile, maintain, and file all physical and computerized reports, records, and other documents required.
13. Keep informed of and comply with federal, state, district, and school regulations and policies for special education.
14. Other duties as assigned

 
NOTE:  Not all applicants will be interviewed.  Each applicant's resume, application, and other available information will be considered in the screening process.  Only those persons currently meeting all minimum requirements will be screened.
MINIMUM QUALIFICATIONS:

Education/Certification:
A Bachelor's degree

Valid teaching certificate with dualcertification in Special Education and Generalist (EC-6)
Special Knowledge/Skills: 

• Knowledge of the unique academic, behavioral, communication, and adaptive needs of students with autism and related disabilities
• Knowledge of modified grade-level TEKS instruction and specially designed instruction practices
• Knowledge of the Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting and implementation
• Understanding of ABA behavioral principles as they apply to developing individualized education and behavior plans (preferred)
• Knowledge of evidence-based behavioral strategies including discrete trial teaching, naturalistic instruction, prompting hierarchies, task analysis, and generalization planning (preferred)
• Demonstrates competence in developing and maintaining data collection systems for academic and behavioral progress monitoring
• Ability to implement structured classroom systems and routines that support communication, regulation, and independence
• Ability to diffuse and manage stressful situations
• Commitment to ongoing training and development
• Strong organizational, communication, and interpersonal skills
• Ability to adhere to organizational policies and procedures; commitment to maintain confidentiality

 
EQUIPMENT USED:  Standard office equipment including computer and peripherals; standard instructional equipment 
WORKING CONDITIONS:  Mental Demands/Physical Demands/Environmental Factors:  Maintain emotional control under stress and frequent interruptions.  Protracted and irregular hours of work.  Frequent standing, stooping, bending, kneeling, pushing, and pulling.  Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment.  May be required to lift and position students with physical disabilities: control behavior through physical restraint; and assist non-ambulatory students.  Exposure to biological hazards. 
PERIOD OF EMPLOYMENT:  2026-2027 School Year                                   
SALARY: Based on the 2026-2027 Classroom Teacher Salary Scale
Roland Toscano
Superintendent of Schools

*An Equal Opportunity Employer*