Duties
SUMMARY
This position is responsible for developing programs for students whose behavior significantly impacts their learning and participation in the general and special education environments. The BCBA provides support to administrators, Registered Behavior Technicians (RBTs), teachers, parents, and school personnel in addressing student behavior.
Duties:
- Designing behavior programs that effectively implement the BCBA’s extensive knowledge of research, evidence-based practices, and best practices related to the concepts, principles, and methodologies of effective instruction and positive behavioral interventions, supports, and strategies to address behavior
- Developing materials/resources and providing training to school teams regarding data analysis and data-based decision-making related to the implementation of effective behavior interventions.
- Designing and delivering professional development on classroom management, behavior strategies, and interventions, along with modeling effective behavioral and instructional programming to classroom staff.
- Coaching school-based implementation of research and evidence-based practices for students with intensive behavioral support needs.
- Working directly with students who exhibit inappropriate behaviors and providing support and professional development for staff working with such students.
- Selects interventions and strategies according to the needs, desires, and abilities of the individual.
- Conduct Functional Behavioral Assessments (FBA) for individual students and collaborate in the development of Behavior Intervention Plans (BIP).
- Collaborating with Individualized Education Program (IEP) teams, including private providers, as appropriate, to ensure the implementation of research and evidence-based practices; and providing supervision for, Registered Behavior Technicians (RBT).
- Develops training materials for and provides professional learning to administrators, educators, and paraprofessionals in ABA-based strategies, and/or other evidence-based methodologies related to addressing the needs of students with behavioral challenges.
- Provides on-site coaching and modeling to ensure treatment integrity.
- Works directly with students exhibiting maladaptive/unexpected behaviors and provides support and professional learning for staff who work with these students.
- Assist staff working with children on the autism spectrum and other developmental delays on teaching skill deficits, maintaining acquired skills, teaching self-help skills and developing social skills.
- Travels to school sites as required for team meetings, observations, functional behavioral assessments, behavior intervention plans, or programmatic recommendations for individual students.
- Attends IEP, eligibility, or other meetings as necessary and provides related behavioral information and written reports.
- Compiles and analyzes data, completes reports and other paperwork within the established timeframes.
- Utilizes district technology systems to include special education IEP software and Google Suite, including but not limited to, Google Docs, Google Sheets, etc., for developing reports.
- Trained in Crisis Management and provides professional development to staff on crisis management.
- Respond to student crisis alerts.
- Maintains a high level of ethical behavior and confidentiality of information about students and personnel.
- Takes opportunities when available to grow and develop professionally to stay informed of evidence-based practices.
- Possible opportunities to consult with private day schools regarding outplaced district students.
- May work with students who require physical assistance as well as physical interventions in crisis situations.
Performs all other duties reasonably related to the position as may be assigned by the Building Administrator or Superintendent.
Qualifications
QUALIFICATIONS:
Meets the requirements of 23 Ill. Adm. Code 25.43 appropriate to the area of responsibility or holds a valid Illinois professional educator license with an LBS I endorsement or approval encompassing the grade levels and age ranges of the students served.
Board Certified Behavior Analyst (BCBA) certification from the National Behavior Analyst Certification Board (BACB).
Licensed Behavior Analyst (LBA) license from the Illinois Department of Financial and Professional Regulation (IDFPR).
Must be familiar with the use of computers, including but not
limited to electronic mail, the Internet, word processing, Google,
and electronic spreadsheets.
Establish and maintain effective and courteous working relationships
with those contacted in the course of work
Students, parents, and staff).
Ability to understand and follow basic oral and written instructions
Ability to communicate to students, parents, and staff in an
acceptable/courteous manner.
Ability to lift and carry up to 20 lbs.
Ability to push/pull up to 10 lbs.
PREFERRED QUALIFICATIONS:
Experience providing supervision for licensed and unlicensed behavior specialists.
Experience working with PK-12 students.
Salary/Benefits
Certified Educational Professionals – Local 743 Granite City Federation of Teachers:
Starting pay of $53,430 with TRS. *GCSD9 can honor up to 10 years of previous public-school teaching experience at $89,082 with TRS. Benefits include district-paid single medical coverage, a $314 monthly family premium (employee-paid), district-provided $15,000 in life insurance, with the option to carry an additional $25,000, $75,000, or $100,000. Dental and vision are offered at a low price. Generous extracurricular/club stipends.
How to Apply
Create an account and apply at https://granitecitycusd9il.tylerportico.com/tess/citizen/jobs/job-list/jobs.