Board Certified Behavior Analyst (Bcba) 26-27 Sy at Miner

BOARD CERTIFIED BEHAVIOR ANALYST (BCBA) GENERAL INFORMATION: Title �����������������.. Board Certified Behavior Analyst Licensure ���������������.Certification through the Behavior Analyst Board & Substitute Teaching License Endorsement �������������.. No Endorsements Required Classification �������������...Certified/Licensed � 195 � 10 month FLSA Status �������������� Exempt Reports to ��������������...

Director of Professional Learning and Program Administrators Salary Classification ....................................... Per NSSEA Salary Schedule starting at Lane I Step 0 Benefits .......................................................... Per NSSEA Collective Bargaining Agreement Reviewed/Revised .�����������..2/2023 PURPOSE: The BCBA supports staff in the development and implementation of behavioral and social skills programs for students with disabilities.

ESSENTIAL FUNCTIONS

• Actively participate on various educational teams to support proactive and responsive behavioral interventions to support students with challenging behaviors.
• Support the implementation of functional behavior assessments
• Lead, development and implement of applying applied behavior analysis principles in the classroom, such as pairing, natural environment teaching and discrete trial instruction.
• Assist in coordination of school and home supports for the purpose of providing a comprehensive program for students.
• Assists in the development of instructional materials, accommodations, modifications, assessments and data collection tools needed for individual students.
• Collect and summarize behavior data for the purpose of assessing and monitoring student progress.
• Demonstrate cooperation, openness for growth and willingness to contribute to a team approach to the educational program.
• Facilitate and coach teams through the development and implementation of functional behavior assessments/behavior intervention plans and crisis plans for identified students.
• Provide social skills instruction to students utilizing research-based methodologies and approved district curricula.
• Participate in Professional Development Coaching team meetings and professional learning opportunities.
• Participate in the development and implementation of Individualized Educational Plans (IEPs) for students.
• Provide professional development trainings to educational staff on evidence-based behavior management strategies and other topics, as needed.
• Provide modeling and feedback to educational staff in the implementation of evidence based behavioral and instructional practices.
• Serve as a liaison with district and program staff surrounding application of evidence-based practices grounded in applied behavioral analysis.
• Ability to use and model research-based classroom management and individualized behavioral interventions
• Ability to use and model research-based classroom and individualized instructional interventions such as activity schedules, reinforcement principles, effective communication strategies, prompting procedures
• Be an integral part of the PBIS team and crisis team OTHER FUNCTIONS:
• Act as a positive role model for students.
• Maintain confidentiality regarding work with special needs students.
• Supplement the work of the assigned licensed staff member including, but not limited to, all required paperwork, organization of classroom, and supervision of students.
• Support NSSEO policy, NSSEO and governing board goals and objectives, and The School Code of Illinois. WORKING ENVIRONMENT:
• To perform the physically demanding job functions, strength and/or endurance for lifting, carrying, pushing and/or pulling are occasionally required.
• To perform the most physically demanding job functions, the physical capabilities of climbing and balancing are seldom required.
• To perform the most physically demanding job functions, the physical body movement of stooping, kneeling, crouching and/or crawling is seldom required.
• To perform the most physically demanding job functions, the upper extremity physical capabilities reaching, handling, and/or fine motor dexterity are constantly required.
• Exposure to temperature extremes is seldom or not present.
• Exposure to hazardous conditions (e.g. mechanical, cuts, burns, infectious disease, high decibel noise, etc.) is seldom or not present.
• Frequency of exposure to injury to self and/or others is seldom or not present.

MINIMUM QUALIFICATIONS

• Minimum Bachelor's degree from an accredited institution. Master's degree preferred.
• Certification through the Behavior Analyst Certification Board (BCBA)
• Knowledge of behavioral characteristics typically associated with Autism, Emotional/Behavior Disorders, Intellectual Disabilities, etc.
• Ability to coach others to apply effective behavior management and instructional techniques
• Ability to physically move about the building.
• Ability to lift and position students (30-80 pounds) if assigned to a classroom with such requirements.
• Ability to make minor decisions with minimal supervision in accordance with established procedures.
• Ability to read, write and communicate in English to understand directions and communicate with students.
• Ability to participate in NSSEO approved behavior management procedures, Nonviolent Crisis Intervention Training (NVCI) and to apply training in crisis situations including student restraints as needed. Attachment(s): BOARD CERTIFIED BEHAVIOR ANAYLYST.pdf