REPORTS TO: Director of Special Education

 

SALARY SCHEDULE: 237

 

WORK YEAR: 11 months

 

 

GENERAL DESCRIPTION:

Under the supervision of the Director of Special Education, the Board Certified Behavior Analyst (BCBA) provides assistance to District staff with planning, implementation, and evaluation of student behavior supports through the application of the science of Applied Behavior Analysis (ABA). The BCBA collaborates with District staff and families to design and implement appropriate instructional strategies, behavior management, behavior intervention plans and data collection.

 

ESSENTIAL JOB DUTIES AND RESPONSIBILITIES:

• Uses Applied Behavior Analysis to make recommendations to teachers, support staff, parents, and other District personnel to implement appropriate strategies for positive behavior interventions; E
• Develops and oversees the development and implementation of programs, policies, and best practices related to instruction using the principals of ABA and Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH) for students with autism and social skills programming for students;
• Participates in the referral process for behavioral supports; E
• Supports the development of behavior intervention plans and monitors the fidelity of implementation to ensure the success of behavioral interventions and supports; E
• Collaborates with staff, administrators, families, and related agencies as appropriate, on proactive behavioral supports; E
• Conducts functional behavioral assessments; E
• Demonstrates use of non-aversive behavioral management techniques and other instructional strategies; E
• Assists with the development of data collection systems; E
• Serves as an instructional leader, trainer, and resource to both elementary and secondary programs in the areas of student behavior change, discipline, Individualized Education Programs (IEPs) development, alternative programs, program implementation, special education laws, and compliance;
• Provides training to staff on the implementation of positive behavior intervention and positive behavior intervention plans;
• Identifies individual behavioral, emotional, and/or communication patterns which interfere with student learning; E
• Routinely observes student interactions and learning environments to assist the classroom staff in accurately assessing the effectiveness of behavior support systems to promote student success;
• Observes, consults and assists staff in the development and implementation of IEPs for children with exceptional needs;
• Coordinates with various specialists and classroom teachers to develop measurable IEP goals and objectives with strategies for meeting those goals; E
• Provides related services and consultation services according to a student’s IEP, as needed; E
• Consults with teachers to select, design/modify classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching and behavior management strategies, etc.) for assigned students to promote the academic, vocational, physical, and social development needs, adhering to accommodations as appropriate;
• Conducts assessments to determine the need for intensive individual services, as assigned;
• Supervises and evaluates assigned staff providing intensive individual services;
• Leads and provides support and supervision to staff obtaining behavioral certifications;
• Participates in professional growth and development activities;
• Provides technical support in other areas as requested and appropriate (e.g., IEP development, instructional material development, scheduling, overall classroom management, training of instructional assistants); E
• Monitors enrollment of students in Non-Public School (NPS) programs and coordinates their return to District program; attends and facilitates NPS IEP meetings;
• Maintains accurate records, reports, communication logs, and student profiles; E
• Maintains regularly scheduled site visits District-wide, to consult and provide support as needed; E
• Adheres to and implements the certificated and classified collective bargaining agreements;
• Performs job assignment safely for the purpose of protecting people and property; E
• Performs other related duties as assigned.

E = Essential Function

 

JOB REQUIREMENTS/QUALIFICATIONS:

     Education:

• Bachelor’s degree from an accredited university;
• Master’s Degree in Applied Behavior Analysis, Psychology, Education, or related field from an accredited university, preferred.

 

Experience:

• Three (3) years of experience supporting students across a continuum of service options;
• Three (3) years of experience in behavior intervention with preschool age to adult students, preferred.

 

Licenses, Certifications, and Testing

• Board Certified Behavior Analyst certification, required;
• Current or renewable status in Professional Crisis Management (PCM), Crisis Prevention Institute (CPI), or other non-violent crisis intervention program, preferred;
• Pass a pre-employment physical and drug test;
• A current and valid Tuberculosis (TB) clearance;
• Fingerprint clearance for school personnel;
• Must possess a valid California Driver License during the course of employment and be insurable by the District’s liability insurance carrier;

 

Knowledge and skills of:

• Utilizing Applied Behavior Analysis (ABA) to design educational programs for students with autism, emotional disturbance, and behaviors that impact access to curriculum and positive social relationships;
• Behavioral assessments such as Questions about Behavior Functions (QABF) Behavioral Questionnaire, Verbal Behavior Milestones Assessment and Placement Program (VB MAPP), Assessment of Basic Language and Learning Skills (ABLLS), and Assessment of Functional Living Skills (AFLS);
• Establishing and maintaining an effective classroom management system;
• Staff training and school-based program development based on the science of ABA;
• Participating on an IEP team with experience in report writing including annual goals and performance benchmarks;
• Individuals with Disabilities Education Act (IDEA) and California Department of Education (CDE) regulations in regard to behavior support plans;
• Data collection, documentation, and analysis of data;
• Standard office equipment and computer applications including Microsoft Office and Google Drive environments, with expertise in Excel, PowerPoint and Adobe;
• Modern office methods, procedures, and equipment, including record-keeping principles, methods and procedures, electronic filing systems, archiving for records, letter and report writing.

     

Ability to:

• Manage a continuum of behavioral services including staff training, in-home support services and consultation with general education and education staff;
• Provide consultation and/or training services to parents, teachers, and intervention teams to focus efforts toward increasing student success in all educational environments;
• Conduct functional behavioral assessments and other data collection strategies that result in the successful application of behavioral strategies at home and in the classroom to support the success of the student;
• Develop effective staff in-service and other presentations;
• Work with deadlines and under pressure;
• Maintain the confidentiality and security of sensitive information;
• Compile and maintain accurate records and files;
• Analyze situations, identify needs, prioritize, solve problems independently, as appropriate, and take appropriate action in a variety of procedural matters, without immediate supervision;
• Read, interpret, apply, and explain rules, regulations, policies and procedures related to public education, and specific to Beaumont Unified School District; and apply them with good judgment in a variety of situations;
• Communicate effectively using a variety of mediums, employing correct spelling, grammar, punctuation, and vocabulary;
• Understand and follow verbal and written instructions in English;
• Learn and support new and fast changing technologies;
• Promote team building and a positive work environment;
• Maintain a neat and clean appearance, and courteous demeanor at all times;
• Be flexible, exhibit integrity, and exercise mature judgment;
• Establish and maintain cooperative relationships displaying interpersonal skills using tact, patience and courtesy while demonstrating exemplary customer services in working with students, staff and the public.

 

PHYSICAL ABILITIES AND WORKING CONDITIONS:

The work environment and physical characteristics described here are representative of those an employee encounters while performing the essential functions of this position.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

		Number of Hours
		0-2	3-4	4-5	6-8	N/A
1.	Mobility				X
2.	Use of depth perception and ability to focus				X
3.	Standing, walking			X
4.	Sitting			X
5.	Twisting, stooping, bending over	X
6.	Crawling, climbing	X
7.	Reaching overhead-above the shoulders	X
8.	Crouching, kneeling, and balancing	X
9.	Pushing or pulling	X
10.	Lifting or carrying up to 25 lbs	X
11.	Hearing acuity for conversations or other sounds				X
12.	Use of voice in face to face conversations or during telephone conversations				X
13.	Gross muscle use of arms and legs		X
14.	Handling, grasping, and feeling objects		X
15.	Repetitive use of dominant hand			X
16.	Fine dexterity with both hands				X
17.	Exposure to stairs, ramps or uneven ground		X
18.	Working around equipment and machinery having moving parts and generating heat		X
19.	Contact with toxic substances		X
20.	Exposure to dust, gas, or fumes			X
21.	Work in varied temperatures				X
22.	Operating a motor vehicle			X
23.	Use of a ladder					X
24.	Subject to frequent interruptions				X
25.	Viewing a computer monitor				X
26.	Contact with distraught or abusive individuals		X

 

 

Board approved: February 14, 2023