Educational Board Certified Behavioral Analyst

Urbana School District #116•Urbana, IL

9d•$60,000•Onsite

About The Position

The BCBA is responsible for providing behavioral consultation and coaching to programs in order to support teams in meeting the individual needs of students, to improve both academic and social competence. They support teams to establish socially significant behavior change and attain positive intervention outcomes by providing consultation using evidence-based practices from the field of Applied Behavior Analysis (ABA).

Requirements

Illinois Educator License, endorsement LBS1, School Psychology, Social Work, or School Counseling
Current Board Certified Behavior Analyst (BCBA) Certificate
Willingness to become certified in Therapeutic Crisis Intervention, maintain certification, and implement physical restraints safely and according to TCI and District requirements as well as State and Federal Laws.
Expert knowledge in the application of function-based intervention planning for developing behavior change strategies that focus on reducing problem behavior and increasing appropriate behavior
Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function-based interventions, and Behavior Intervention Plans (BIP)
Exceptional knowledge in the use of assessment and assessment data to inform instruction and prescribe work plans for individual students
Expert knowledge of Registered Behavior Technicians and their licensure requirements

Nice To Haves

2 years school-based experience preferred

Responsibilities

Collect, graph and analyze student data from functional behavior assessment (FBA) and write report summarizing results
Take a leadership role in consulting, collaboration and supporting school teams in conducting FBA’s and developing and implementing student Behavior Intervention Plans (BIPs) with fidelity
Complete other assessments, in collaboration with the multidisciplinary team
Assist teams in adjusting BIPs as needed
Attend IEP meetings, as needed, per guidance of district special education administrators, to provide feedback related to assessment results and IEP reductions and replacement goal progress
Use program evaluation tools in collaboration with the school-based multidisciplinary teams and district special education leadership to create a quality learning environment
Collaborate with interdisciplinary and leadership teams across the district to ensure consistent quality programming
Facilitate trainings with program teams, including paraprofessionals
Participate in district leadership meetings including: FBA/BIP Committee meetings, Behavioral MTSS meetings as appropriate, and other activities related to meeting the BCBA and SpEd Department goals
Consult with general education and special education teachers and special services providers related to individual student needs, including behavior intervention plans, and writing IEP goals
Participate in regular meetings with administrators (SpEd & Building level)
Collaborate with evaluation and other multidisciplinary teams to review assessment data
Work collaboratively with colleagues, families and community service providers (BCBAs, SLPs, advocates, private tutors, etc.) to ensure successful outcomes across different settings between school and home setting
Participate in IEP meetings as directed by the Director of Special Education
Collaborate with SpEd administrators to analyze trends and patterns in district-wide data and develop/implement a multi-year plan to improve district outcomes
Participate in the district Restraint & Time Out Oversight Team
Develop and provide training related to principles of Applied Behavior Analysis to program teams
Train teams on the implementation of interventions identified by behavior intervention plans
Train staff in using strategies to improve fidelity and reliability of data collection
Give ongoing modeling, feedback, and coaching to program staff related to both student behavior reduction and skill acquisition
Provide other district and building-specific training related to behavior, as needed
Support and provide ongoing training to staff related to crisis management (including but not limited to coaching and modeling de-escalation strategies related to crisis behavior)
Participate in professional development and continuous learning
Provide and facilitate licensure supervision of RCS Registered Behavior Technicians in accordance with all licensure requirements and timelines (non-evaluative supervision).
Provide needed licensure supervision to district employees who seek BCBA and/or RBT certification and licensure as directed by district student services administrators (non-evaluative supervision)
Design data collection and monitoring systems
Monitor student/program progress
Support programs related to ongoing data collection and input
Provide ongoing analysis of behavior data regularly and report individual student and program data trends to teams
Provide live coaching to program staff
Support teams with the development of materials for behavior support and skill training
Support teams in creating classroom environmental structures and teaching strategies that incorporate behavior principles (e.g. antecedent strategies, instructional control, behavior momentum, pacing)
Train staff in skill generalizations procedures to increase inclusion of students in general education environments
Perform other related duties as assigned by student services administrators and superintendent of schools