Board Certified Behavior Analyst (BCBA) Pool (25-26 SY) - Irving

Board Certified Behavior Analyst (BCBA) · WAGE/HOUR STATUS: ExemptPAY GRADE: Admin/Prof 3 · REPORTS TO: Director of Special EducationDUTY DAYS: 210 · DEPARTMENT: Special Education DATE REVISED: July 2019 · PRIMARY PURPOSE:Support effective implementation of Individual Educatio ...

Job description

Board Certified Behavior Analyst (BCBA)

WAGE/HOUR STATUS: ExemptPAY GRADE: Admin/Prof 3

REPORTS TO: Director of Special EducationDUTY DAYS: 210

DEPARTMENT: Special Education DATE REVISED: July 2019

PRIMARY PURPOSE:

• Support effective implementation of Individual Education Plans (IEP) for students with disabilities
• The Board Certified Behavior Analyst (BCBA) provides behavior analytic services for students receiving educational services
• Provides district-wide support and professional learning regarding behavior intervention techniques to certified staff, paraprofessionals, administrators, and parents/guardians
• Collaborates on assessments and development of plans that adhere to IDEA, Texas Education and Administrative Code, as well as other applicable statues and regulations

QUALIFICATIONS:

Minimum Education/Certification:

• Master's degree in Special Education, or Applied Behavior Analysis, or related field (Required)
• Valid Texas Educator Certificate (Required)
• Board Certified Behavior Analyst Certification or must be fully certified within 1 year from the date of hire
• Spanish bilingual proficiency preferred
• Special Education assessment experience preferred
• Three (3) years of experience specializing in adolescent behavior management, working with adults who support students with socially inappropriate and/or challenging behaviors, or related experience.
• Three (3) years of teaching experience in Special Education or related field

MAJOR RESPONSIBILITIES AND DUTIES:
Special Knowledge/Skills:

1. Ability to operate computer/peripherals using a variety of basic applications including district programs with reasonable assistance
2. Ability to establish rapport and work collaboratively with non-behavior analytic providers and team members
3. Ability to evaluate program effectiveness and compliance
4. Ability to work with students with pervasive developmental disabilities and behavioral challenges
5. Ability to develop and facilitate training to adult learners
6. Excellent organizational, communication, and interpersonal skills
7. Knowledge and participation in the Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting, implementation, and progress monitoring, conducting a Functional Behavior Assessment (FBA) and writing a Behavior Intervention Plan (BIP) and/or Crisis Plan
8. Knowledge of behavior and social skill intervention techniques and methodology
9. Strong consultation and conflict-resolution skills for conferencing with teachers, parents, and students

Behavioral, Instructional, and Program Management

1. Assess and develop evidence-based, ABA interventions for students who exhibit socially inappropriate and/or challenging behaviors

1. Assist teachers, administrators, and staff with identifying students' strengths and weaknesses to match appropriate interventions, techniques, skills, technology, and materials
2. Audit, design, implement, and facilitate district-wide and campus-based behavioral programming, interventions, and assessments to address activities of self-care and daily living for students with autism spectrum disorder and related disabilities
3. Collaborate with team members in the development of functional behavior assessments and functional analyses to inform development of individualized behavior intervention plans
4. Collect data and prepare reports for the purposes of documenting case history, assessments, and treatment, and progress monitoring
5. Develop, support, and implement reinforcement-based classroom management system(s)
6. Work collaboratively with parents, teachers, and other staff members to ensure success in meeting Individual Educational Plan (IEP) goals
7. Provide support, training, and professional learning for staff who work with students who exhibit socially unacceptable behaviors

Training and Staff Development

1. Train appropriate staff on new information learned from professional development

1. Develop materials, provide resources, and deliver professional learning to administrators, certificated teachers, paraeducators, and parents/guardians in Applied Behavior Analysis (ABA), Crisis Prevention Intervention (CPI), and other evidence-based methodologies related to serving the needs of students with pervasive developmental disabilities and behavioral challenges

1. Encourage and support the full continuum of services to develop, implement, and maintain effective instructional programs to meet the educational needs of students with disabilities
2. Assist in selecting, monitoring, implementing, and evaluating effectiveness of evidence based interventions for students in a variety of academic settings
3. Consult/collaborate with campus educational teams to meet individual student's behavioral and educational needs
4. Collaborate with the Department of Professional Development to plan and conduct workshops
5. Promote high expectations for students with disabilities with community and staff
6. Demonstrate skill in conflict resolution with administrators, parents, staff, teachers and/or the community
7. Collaborate with others in defining, developing, and attaining special education program goals and objectives supporting the district mission
8. Relate to staff, students, and parents, in ways that convey equality, mutual respect, and concern
9. Communicate and interpret the philosophy of the district's general education and special education programs and services effectively with parents, school personnel, and community
10. Encourage the placement and success of students in the least restrictive environment
11. Ensure that rules and procedures for disciplinary actions of students with disabilities are effective and align to federal and state regulations
12. Participate in professional development activities to improve skills related to job assignment
13. Maintain a professional and ethical manner as outlined in the Standards of Conduct for the Profession
14. Act as an effective liaison among staff, parents, and community
15. Communicate and convey information with clarity regarding the district's programs

Other

• Take all necessary and reasonable precautions to protect students, staff, equipment, materials, and facilities
• Compile, maintain, and file all physical and computerized reports, records, and other required documents
• Comply with federal, state, district, and school regulations and policies
• Maintain all required certification/licensure, professional certifications, and district approved de-escalation and restraint or containment training
• Maintain punctual and consistent attendance
• Travel from site to site, campus to campus, and/or perform home visits (as needed) for consultation, training, and collaboration

Mental Demands:

• Display emotional control and patience under stress
• Work with frequent interruptions
• Ability to concentrate on required tasks
• Flexibility in performing daily activities
• Organization

Physical Demands/Environmental Factors:

• Moderate lifting
• Continual standing, walking, carrying, stooping, bending, and kneeling
• Sitting for long periods of time
• Correctable visual acuity, auditory acuity and speech
• Adequate upper body strength
• Adequate fine motor dexterity
• Ability to navigate school buildings frequently and independently

Safety: Contribute to the prevention of accidents and injuries by observing safety rules and District policy, practicing the principles and skills taught in safety training, wearing personal protective equipment as required, reporting injuries and incidences immediately to supervisor, and being proactive in the ongoing efforts to improve and maintain workplace safety.

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and 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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions