SUMMARY: The BCBA works with educators, paraprofessionals, and related service providers to support positive behavior outcomes for students with behavioral, developmental, and learning needs. The BCBA’s primary responsibility is to enhance student progress and achievement by collecting, providing, and analyzing behavioral data including the assessment, development, and monitoring of behavior intervention plans (BIPS). The BCBA will also provide professional development, training, coaching, and consultation in best practices related to behavior. This position would require routine travel for contracted services, occasional evening hours (ex- Parent Taskforce, Expos, etc), and may participate in overnight conferences.

ESSENTIAL DUTIES AND RESPONSIBILITIES Other duties may be assigned

Provide direct and consultative behavioral support for students and staff across educational settings, including but not limited to:

• Conduct functional behavior assessments (FBAs) and develop individualized BIPs.
• Analyze data to evaluate the effectiveness of interventions and make adjustments as needed.
• Support the development and implementation of positive behavior support systems (PBIS) for IU classrooms and member schools.
• Assess student needs; progress; and performance in social, emotional and behavioral, academic and/or developmental areas.
• Creates data collection tools to guide behavioral goal development in the IEP.
• Maintain accurate documentation and reports related to student progress and behavior services.
• Provide and participate in professional development, training, coaching, and consultation, including but not limited to: Principles of Applied Behavior Analysis (ABA), conducting FBAs, developing and monitoring BIPs, developing and implementing EIPs specific to behavioral needs,
• Participate as a member of educational team(s) and attends meeting as necessary and appropriate (e.g. Individual Education Plan (IEP), classroom teaming, observations, assessments etc.) to develop behavior goals and ensure compliance with special education laws and regulations.
• Leads and assists educational staff in the development, maintenance and implementation of classroom behavioral plans, IEP goals, progress monitoring positive behavioral support plans and/or crisis management plans.
• Leads and assists educational staff in the development and application of management techniques and strategies that support the delivery of effective instruction.
• Provides case management services (i.e., ongoing review of student needs; resources; progress; performance; and acts as liaison between school, family and community agencies) as applicable.
• Maintains contact with appropriate agencies, private physicians and/or therapists, school district and/or intermediate unit personnel, etc. regarding student needs and progress as appropriate.
• Works with Program Supervisors, District Special Education Coordinators, Administrators and other relevant staff to plan and implement program operations that follow regarding best practices and regulations on behavioral interventions.
• Contributes toward development and maintenance of an environment which is non-threatening, safe, nurturing and where students feel respected, accepted and welcomed.
• Maintains a knowledge base of current theories and practices in the field by attending pertinent Professional Development/Continuing Education programs, networking with professional colleagues and reading relevant professional literature including behavior interventions and safety care.
• Advises administrators and staff regarding best practices and regulations on behavioral interventions.
• Attends district and/or program meetings and activities as assigned.
• Completes all required reports and records within established timelines as required by Federal and State regulations and adheres to intermediate unit policies and procedures.
• Develops program recommendations and serves as a liaison between the IU and it’s constituent districts
• Implement de-escalation techniques and physical interventions, in accordance with safety care certification competencies, to maintain a safe and supportive learning environment.
• Maintain a valid state driver’s license and ability to drive without advanced notice

SUPERVISORY RESPONSIBILITIES:

Supervise assigned staff in the Department of Mental and Behavioral Health and Department of Student Services; responsible for the overall direction, coordination, and evaluation of professionals in their charge. Also directly supervises paraprofessional employees and behavioral health workers/registered behavior technicians as assigned. Carry out supervisory responsibilities in accordance with the organization's policies and applicable laws. Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.

QUALIFICATION REQUIREMENTS: 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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:

A valid Board-Certified Behavioral Analysis (BCBA) certification issued by the Behavior Analyst Certification Board (BACB) is required and subject to bi-annual renewal requirements to remain active BCBA certification.

A Master’s degree in school psychology, special education, applied behavioral analysis or related field is required.

Preferred: Five (5) years of successful work experience in an educational environment, in the field of autism, with students with mental health or emotional issues, in special education environments, in consultative models as a community liaison having experience in diverse educational settings, or in a wide variety of service delivery models is preferred.

CERTIFICATES, LICENSES, REGISTRATIONS:

Board-Certified Behavioral Analysis (BCBA) certification issued by the Behavior Analyst Certification Board (BACB). Training and/or experience in behavioral analysis and/or trauma informed care.Valid Teaching Certificate and certification as a Special Education supervisor or Administrative Certification is preferred.

LANGUAGE SKILLS:

Ability to read, analyze, and interpret general business 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 managers, clients, customers, 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 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:

Must be able to transport between school buildings, districts and IU offices. Ability to apply knowledge of current research and theory in a specific field. Ability to establish and maintain effective working relationships with students, staff and the community. Ability to communicate clearly and concisely both in oral and written form. Ability to perform duties with awareness of Department of Education, Bureau of Special Education policies.

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 sit and talk or hear. The employee is occasionally required to stand and walk. Specific vision abilities required by this job include close vision, and the ability to adjust focus. The position requires meeting deadlines with severe time constraints, interacting with the public and staff, irregular or extended work hours. The employee is responsible for the safety, well-being, and work output of others. The supervisor must be able to develop and maintain excellent working relationships with staff, administration, parents, teachers and others. They must be able to effectively meet demands from several people.

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 noise level in the work environment is usually quiet. The noise level in this position varies. When visiting a building the noise level will be loud, in the office, quiet and at meetings, moderate.

Benefits:

• 403(b)
• Continuing education credits
• Dental insurance
• Employee assistance program
• Flexible spending account
• Health insurance
• Health savings account
• Life insurance
• Paid sick time
• Paid time off
• Professional development assistance
• Retirement plan
• Tuition reimbursement

Work Location: In person