SY 25-26 Board Certified Behavior Therapist (Full-Time)

Conservatory Lab Charter Board Certified Behavior Therapist Conservatory Lab Charter School empowers a diverse range of children in preschool through eighth grade as scholars, artists, and leaders through a unique and rigorous academic and music education. We enrich the larger community through performance, service, and collaboration. As a laboratory school, we develop and disseminate innovative educational approaches that will positively impact children in other schools and programs. The Board Certified Behavior Therapist (BCBA) provides direct and consultative therapeutic and evaluative services for the diagnostic, preventative and interventive purposes in the school setting. Conservatory Lab Charter School seeks an individual who is passionate about supporting students to meet their full potential. Key Responsibilities: Formal and Informal Assessment and Treatment of Student Behavior Observes student behavior in multiple environments (ex: Classrooms and other school grounds) Collects data on student behaviors/observations Presents/summarizes observations of student behavior data using both narrative and graphic displays Conducts and writes Functional Behavioral Assessments, both individually and in conjunction with other staff members Develops Positive Behavior Support Plans for students in consultation with students, staff, and family members Assists staff members in developing data collection strategies in the classroom Assists staff members in developing and implementing behavioral procedures based on the principles of Applied Behavior Analysis Provides hands on staff training with regard to behavioral treatments and interventions Participates in the IEP Process Attends IEP meetings for students receiving district support and/or for students evaluated for behavioral concerns Writes IEP goals and objectives associated with decreasing negative behaviors and increasing positive behaviors Presents reports and information regarding student behavior to parents, staff, and the student when appropriate Writes progress reports for students for whom direct service is provided Recommends service types/amounts for students who have been evaluated for behavioral concerns May participate in initial evaluations of a student when behavior is also a concern Provides professional development to other staff on behavior principles and techniques Such other responsibilities and professional responsibilities as may from time to time be assigned by the Director of Special Education and/or the Principal Consistent movement between buildings on a given day Must be able to read and prepare documents and utilize a variety of computer skills Extended periods of time on your feet Excellent communication skills and the ability to remain calm in stressful or chaotic situations Preferred Experience with Safety Care or Crisis Prevention intervention training and able to implement physical escorts and restraints as a last resort