- Provide direct support and instruction related to social-emotional skill acquisition to students. Implement tiered behavior plans, take progress data, and adjust programming designed to increase desired academic, behavioral, and daily living skills and to reduce problem/barrier behaviors. This may include crisis prevention and intervention and/or safety planning. Compile information into reports for school-based teams and parent communication.
- Support all staff with supervision, management, and coaching in the area of behavior and social emotional support through the implementation, supervision, and evaluation of programmatic needs and participation as an advisor, resource specialist, and facilitator in building Multi-Tiered System of Support (MTSS) team meetings and professional learning community meetings from the behavioral lens. Collaborate and coach special and general education teachers, paraprofessionals, special service providers, and administrators in behavioral strategies in areas such as communication, self-management, self-awareness, relationships, sensory needs, social skills and classroom climate. The School-Based BCBA will model strategies and work directly with students.
- Participate as an advisor, resource specialist and facilitator in department, school, grade level, and/or professional learning community meetings and MTSS meetings. Support teams in understanding how MTSS works in conjunction with PBIS.
- As a building leader, coordinate staff activities and training to make program improvements and implement new efforts. Develop and facilitate professional learning opportunities that promote achievement for all students with a particular focus on students with emotional and behavioral needs. Support administration in coordinating, implementing, supervising, and evaluating the development of student behavioral initiatives.
- Compile behavioral information into reports analyzing and evaluating the data to participate in decision making for behavioral health of students in the building. This may include supporting/collaborating in special education evaluations. The School-Based BCBA provides leadership in assessing the data and communicating the results to school team members. The assessment of student needs includes the use of district approved assessment tools and strategies in addition to the School-Based BCBA's own professional practice.
- Perform other duties as assigned by the supervisor/administrator.
- Master's degree in behavior analysis, special education, psychology or related field.
- Must hold the BCBA or BCBA-D credential.
- Possess, or be eligible for, Colorado Department of Education License with a BCBA endorsement - Currently issued as an Adjunct Instructor Authorization (BCBA certificate required).
- Past experience working with children ages 4-12 preferred.
- Experience designing accommodations and modifications for students with disabilities, neurotypical behaviors, and/or mental health diagnoses; analysis of assessment results.
- Experience monitoring student behaviors and progress.
- Three years of experience as a Special Education Teacher, Board Certified Behavior Analyst (BCBA or BCBA-D) or School Psychologist preferred.
- Demonstrated ability to effectively communicate regarding behavioral and crisis management practices and to coach and support staff and teacher colleagues so that they may effectively implement best practices.
- Possess analytical and diagnostic skills to assess students' differing needs and translate such needs into effective instructional plans for students with varying needs.
- Possess skills in classroom management and ability to achieve, support, and maintain acceptable student behavior.
- Advanced skills in assessment and the use of data to inform and support intervention strategies targeted to the needs of individual students; knowledge and skills in the application of specialized content area assessment instruments and strategies.
- Demonstrated ability to function effectively as a leader to include gaining the confidence and support of all members of the PLC, MTSS, and PBIS teams.
- Demonstrated ability to effectively communicate regarding education practices and to coach and support teachers and staff so that they may effectively implement best practices.
- Successful experience in working with culturally diverse families and communities.
- The ideal candidate will also have experience in applied behavior analysis (functional behavior assessments and behavior intervention plans), trauma informed practices, and/or other methodologies.
- Advanced oral and written communication, English language, presentation/training, critical thinking, problem solving, and organizational skills.
- Knowledge of State and Federal laws and regulations governing education, school systems and programs including current trends in education methods for students with exceptional needs.
- Knowledge of classroom management and conflict resolution.
- Ability to manage confidentiality in all aspects of job.
- Ability to promote and follow Board of Education, Superintendent, school and department policies and procedures.
- Ability to communicate, interact, and work effectively and cooperatively with people from diverse ethnic and educational backgrounds.
- Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment, and report unsafe conditions to the appropriate administrator.
- Valid Colorado driver's license.
- Criminal background check and District fingerprinting required.
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School-Based Board Certified Behavior Analyst - Colorado Springs, United States - Harrison School District 2
Description
Position Type:Licensed Support Staff/School-Based BCBA
Date Posted:
2/27/2024
Location:
Stratton Meadows Elementary
Closing Date:
Until FilledFor School Year
189-Work Day Calendar
Annual Salary: $53,721 (Salary placement is based on experience and education level.)
Job Summary:
The School-Based Board Certified Behavior Analyst (BCBA) serves as a leader in providing supervision, management, and coaching assistance to staff at the building level who work with students with emotional needs and behavioral concerns. The School-Based BCBA facilitates professional development and works with coaches, building administrators, and the site's mental health team (counselor, social worker, psychologist) to support teachers and staff in identifying, developing, and implementing strategies designed to improve the learning of students across all three tiers of social emotional support and skill acquisition. As a School-Based BCBA, the employee will work in a variety of elementary team-teaching settings across a continuum of services. School-Based BCBAs share the responsibility for the student safety, collaboration, and attention to each student's readiness to learn including needed guidance and welfare. The School-Based BCBA will be constantly observant of the needs and challenges of both staff and students and serves as a positive role model for school staff and students and models the behavior that is expected of teachers and students.
Essential Duties and Responsibilities:
Apply online at to complete an online application. After completing your application, you must apply to each position that is of interest to you.
FLSA: Exempt
