| TITLE |
| BOARD CERTIFIED BEHAVIOR ANALYST (BCBA) - Grant Funded through FY29 |
POSITION TYPE |
| Exempt |
PRIMARY FUNCTION |
This position is responsible for developing programs for students whose behavior significantly impacts their learning and participation in the educational environment. The BCBA provides leadership for administrators, Registered Behavior Technicians (RBT), teachers, parents, and school personnel to address student behavior by:- designing behavior programs that effectively implement the BCBA’s extensive knowledge of research and evidence-based practices related to the concepts, principles, and methodologies of effective instruction and positive behavioral interventions, supports, and strategies to address behavior
- supporting school teams to develop data collection tools
- 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
- coaching school-based implementation of research and evidence-based practices for students with intensive behavioral support needs
- 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)
|
MINIMUM QUALIFICATIONS |
- Master's degree in student support field (e.g., psychology, social work, school counseling) with coursework in behavior analysis.
- Board Certified Behavior Analyst (BCBA) certification from the National Behavior Analyst Certification Board (BACB).
- Licensed Behavior Analyst (LBA) license from the Virginia Board of Medicine in the Department of Health Professionals.
PREFERRED QUALIFICATIONS: - Experience providing supervision for licensed and unlicensed behavior specialists.
- Experience working with PK-12 students.
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KNOWLEDGE, SKILLS AND ABILITIES |
- Demonstrates skills and knowledge around behavior program development and leadership.
- Demonstrates ability to work effectively with children, parents, school division personnel, and other members of the community.
- Demonstrates firm knowledge and skills in implementing research and evidence-based practices to support the social, emotional, and behavioral development of school age children and youth.
- Demonstrates ability to quickly learn and apply new technology.
- Demonstrates strong organization and management skills.
- Demonstrates effective and professional oral and written communication skills.
- Demonstrates the ability to prepare and disseminate written reports and documentation within required timelines.
- Demonstrates the ability to travel to more than one work location in the course of the day.
- Possesses sufficient strength, agility, dexterity, and mobility to carry out all performance requirements
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REPORTS TO |
| Associate Director of Student Services |
PERFORMANCE RESPONSIBILITIES |
- Provides division and school-based leadership by:
- building division and school-based team and staff capacity to meet the needs of a variety of students in both the general education and special education environments
- providing professional development for division and school staff in the design and implementation of research based behavioral strategies
- consulting with school-based teams, families, community representatives, and private providers to ensure the implementation of research and evidence-based practices for students with intensive behavioral support needs
- supporting, teachers, and school teams with developing, monitoring, and adjusting effective behavior intervention plans that address a variety of student behaviors
- Serves on schoolwide committees and task forces when requested.
- Engages in professional growth activities.
- Maintains accurate, complete records as required by law, district policy, and administrative regulations.
- Performs other related duties as assigned by the Director of Student Services and/or school administration.
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WORKING CONDITIONS & PHYSICAL REQUIREMENTS |
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 accommodation may be made to enable individuals with disabilities to perform essential functions. Exhibit manual dexterity to dial a telephone, to enter data into a computer terminal; see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal levels; speak in audible tones so that others may understand; physical agility to lift up to 25 pounds.
TERMS OF EMPLOYMENT | |
| 10 months per year. Salary according to School Board Pay Plan. | |
EVALUATION |
| Performance will be evaluated in accordance with School Board policy and administrative regulation on evaluation of licensed personnel. |
