Pay Grade:                          BCBA

Position Control:               

Department:                        Special Services

Accountable To:                 Director of Special Services

FLSA Status:                       Exempt

 

Creation/Revision Date:   March 20, 2018

 

Summary:

 

In general direction, incumbent is a school professional designated to work with school teams for behavioral and instructional support to maximize student achievement and social emotional growth.  The role of the behavior specialist is to affect behavior change and provide systemic training, support, and oversight in the implementation of behavior strategies and intervention plans. 

 

Essential Functions:

• Conducts informal observation and data collection to facilitate the development of behavioral interventions.
• Consults with administration, teachers, and staff on comprehensive campuses to develop targeted interventions for students when the school teams need to explore alternative strategies.
• Provides follow up support to school based staff on the training, implementation, and evaluation of positive behavior intervention plans.
• Provides leadership and supervision to assigned behavior lead assistants.
• Demonstrates knowledge and understanding of a variety of assessment methods and tools and the ability to apply the data to improve curriculum and instruction in the assigned program area.
• Models direct, explicit systematic instruction including effective teaching techniques and strategies.
• Provides on-site consultation regarding students identified with behavioral concerns.
• Monitors students in general and special education classrooms and consults with teachers regarding student progress.
• Assists teams in conducting Functional Behavior Analyses (FBA) to identify functions of student behaviors.  Recommends and applies positive behavior interventions and supports.
• Assists teams with the development and implementation with fidelity of Behavioral Intervention Plans (BIP).
• Develops materials and behavioral management strategies to support safe and healthy learning environments.
• Participates in Multi-disciplinary Conferences, IEP meetings and parent conferences as appropriate.
• Consults with parents, staff and outside agencies as appropriate or necessary.
• Attends required department and campus meetings.
• Monitors students in inclusive and special school settings.  Consults with general and special education teachers regarding student progress and management.
• Recommends ways to integrate behavioral goals and objectives into daily classroom and home activities.
• Exhibit professional attitude, appearance, and demeanor.

 

Required Qualifications:

 

To be eligible for this position, an applicant must meet the following required qualifications.  Verification of these required qualifications is necessary.

• Possession of valid Arizona teaching certificate;
• Completion of a BCBA approved course sequence in applied behavior analysis;
• Five years successful classroom teaching experience;
• Two years working with students with behavioral needs.

Preferred Qualifications:

 

It is preferred that applicant possesses the following preferred qualifications; however, the following qualifications are not required to be eligible for this position.

 

• Possession of valid Arizona special education teaching certificate;
• Master’s degree in Psychology, Special Education or other related field;
• Teaching experience in general education and special education classrooms;
• Two years of experience as a Board Certified Behavior Analyst.

 

Knowledge and Skills Required:

 

To perform the job successfully, an individual must be able to perform each essential duty satisfactorily.  The qualifications for this job description 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. 

 

Skills required, but not limited to, for this position include:

 

• Working with students with behavioral needs;
• Knowing planning and organizational techniques;
• Preparing and providing presentations;
• Understanding the principles of applied behavior analysis including the development of functional behavior assessments and positive behavior intervention plans;
• Understanding IEP implementation and ability to interpret them to general education teachers and staff;
• Developing and delivering professional development for administration, teachers, and staff;
• Working knowledge of district, state, and federal special education rules, regulations, and procedures;
• Working knowledge of Arizona standards and skills in adapting curriculum for students with disabilities;
• Developing and maintaining cooperative and effective professional relationships with teachers, administrators, parents, students;
• Using computer software related programs;
• Engaging and encouraging communication skills while interacting with supervisors, staff, parents, students, etc. to exchange information.

 

Physical Requirements:

 

The physical requirements 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 use hands to finger, handle, or feel.  The employee frequently is required to talk or hear.  The employee is occasionally required to stand; walk; reach with hands and arms; and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 10 pounds.  Specific vision abilities required by this job include close vision, color vision, and ability to adjust focus.

 

Working Conditions:

 

The working 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 moderate.

 

The Washington Elementary School District is an Equal Employment Opportunity Employer in compliance with Title VI of the Civil Rights Act of 1964, Civil Rights Act Title VII of 1972, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. Washington Elementary School District does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, gender identify or expression, disability or age in employment or in any of its educational programs or in the provisions of benefits and services to students. For information regarding discrimination grievance or complaint procedures contact the Executive Director for Human Resources at 602.347.2801.