Teacher, Adaptive PE

Primary Purpose: 

The Adaptive Physical Education (APE) Teacher provides direct, specially designed physical education  services to students with physical or developmental disabilities, ensuring access to a safe, meaningful, and  developmentally appropriate physical education program as required by IDEA. As a member of the  multidisciplinary evaluation and IEP team, the APE Teacher conducts evaluations, designs individualized  programs, develops goals and objectives, monitors progress, and delivers instruction that supports students’  physical development, functional mobility, and overall health. The role also includes supporting students  receiving homebound services due to medical needs and promoting inclusion through adapted activities.  Additionally, the APE Teacher may serve as a Special Olympics coach, providing training and opportunities  for students with disabilities to participate in Olympic-type sports. The overarching goal is to help students  develop the skills, confidence, and independence needed for lifelong physical activity and successful  transition to post-secondary and community environments. 

Qualifications: 

Education/Certification: 

Bachelor’s degree, Valid Texas Educator Certificate in Physical Education EC–12 required. Valid Texas  Educator Certificate in Special Education required. Current CPR/First Aid; CPI or equivalent crisis prevention  training preferred. Valid Texas driver’s license and reliable transportation for itinerant service. 

Special Knowledge/Skills: 

Knowledge of IDEA, Section 504, ADA, ARD/IEP processes, and FERPA; familiarity with Texas Essential  Knowledge and Skills (TEKS) for PE. Skill in conducting APE assessments (e.g., functional motor assessments)  and translating findings into practical instructional plans. Ability to design and implement adapted activities,  use specialized equipment, and provide safe transfers/positioning with proper technique. Strong  collaboration, consultation, and coaching skills with diverse campus teams and families. Excellent verbal and  written communication; proficient in maintaining digital records and data systems. Ability to organize  schedules across multiple campuses and manage competing priorities. 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.  

Major Responsibilities and Duties: 

1) Evaluation, Eligibility, and Planning 

• Conduct functional, standard-aligned APE evaluations using appropriate tools and multiple data  sources across settings (e.g., gym, classroom, community). 

• Participate as a core member of ARD/IEP committees; present evaluation results, propose services,  and help determine eligibility and least restrictive environment.

Killeen ISD 

• Develop individualized APE goals/objectives aligned to the student’s present levels, TEKS for PE, and  transition plans as appropriate. 

• Contribute to Section 504 plans when APE consultation or accommodations are warranted. 2) Instruction and Service Delivery 

• Provide direct and indirect/consultative APE services per ARD/IEP, including co-teaching, small  group, and individual instruction. 

• Adapt activities, rules, equipment, and environments to ensure safe, meaningful participation and  skill acquisition. 

• Implement evidence-based practices that support motor development, fitness, self-management,  and social-emotional skills through movement. 

• Support homebound instruction (as assigned) by planning, delivering, and documenting medically  appropriate APE services. 

• General knowledge of broad levels of development, instruction, and curriculum (birth-12th grade) 3) Progress Monitoring, Documentation, and Compliance 

• Collect and analyze student performance data, report progress toward IEP goals within required  timelines. 

• Maintain accurate service logs, evaluation records, and program documentation in accordance with  district procedures and legal requirements (IDEA/FERPA). 

• Write and update IEPs to reflect services, accommodations, modifications, and assistive/adaptive  equipment needs. 

4) Collaboration, Training, and Campus Support 

• Consult and collaborate with general PE teachers, special education staff, related service providers,  nurses, and families to ensure consistent implementation of APE supports. 

• Train staff on adapted activities, equipment use, safety procedures, positioning, and inclusive  practices. 

• Coordinate with campus administrators to schedule services, access facilities, and integrate APE  within master schedules and campus initiatives. 

5) Inclusion, Transition, and Community Engagement 

• Facilitate inclusive opportunities within general PE and extracurricular activities; promote peer  support and unified programming. 

• Align instruction with transition goals, emphasizing fitness, recreation, leisure, and community  participation skills. 

6) Safety, Equipment, and Environments 

• Implement safety and emergency procedures; collaborate with medical providers and nurses to  follow health plans. 

• Recommend, maintain, and inventory adapted/assistive PE equipment and materials, model safe  transfers and positioning. 

• Advocate accessible facilities and collaborate with district staff to address environmental and  equipment needs. 

7) Professional Responsibilities 

• Maintain up-to-date knowledge of APE practices, PE TEKS, IDEA/Section 504, and inclusive design. • Participate in required professional learning, department meetings, and committees/task forces as  requested. 

• Perform other duties as assigned by the Director of Specialized Learning. 

Performs other duties as assigned. 

Supervisory Responsibilities: 

This job has no supervisory responsibilities.  

Mental Demands/Physical Demands/Environmental Factors: 

Tools/Equipment Used: Ability to use peripheral devices, high level language programming concepts, data  management software, and application development tools.  

Posture/Physical Demands: Prolonged sitting; regular kneeling/squatting, bending/stooping,  pushing/pulling, twisting. 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. While performing the duties  of this job, the employee is regularly required to sit and talk or hear, to use hands to finger, handle, or feel,  and to stand and walk. The employee is required to regularly lift and carry (less than 15 pounds). Specific  vision abilities required by this job include close vision, distance vision, and ability to adjust focus.  

Motion: Repetitive hand motion; frequent keyboarding and use of mouse; regular walking,  grasping/squeezing, wrist flexion/extension, reaching; may climb ladders. 

Lifting: Regular moderate lifting and carrying (up to 44 pounds); occasional heavy lifting and carrying (45  pounds and over). 

Environment: 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 moderate.  

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