Board Certified Behavior Analyst

SUMMARY

This position will support the Individuals with Disabilities Education Act and educational programs for
students with disabilities in accordance with federal and state regulations. This position requires extensive knowledge in behavior intervention techniques. Applicants should be licensed as a Board Certified Assistant Behavior Analyst (BCaBA). This is a 260 - day twenty six pay Administrator contract with paid vacation, holidays, and personal days.

ESSENTIAL DUTIES AND RESPONSIBILITIES
(Incumbent performs a majority of the following duties)

• Conduct functional behavior assessments and behavior intervention plans for students with behavior concerns receiving special education services
• Work with school administrators and teachers to create and adjust plans for students who receive specific behavior interventions
• Provide professional development for certified and non-certified staff in behavior intervention delivery, data collection, and general information regarding behavior analysis.
• Participate in required and other job-related professional development activities to improve or maintain certification/skills. 
• Monitor all behavior contracts and ensure quality assurance from all outside providers. 
• Supervises the delivery of educational services to special needs students, especially students with emotional/behavioral concerns, to ensure that all students receive appropriate educational and support services in the least restrictive environment that are consistent with their Individualized Educational Plan (IEP), the mission statement, and instructional goals of the district.
• Serves as the liaison between the Dayton City Schools programs and other community agencies working to transition special education students to adult life.
• Works cooperatively and maintains communication with other departments and external parties to resolve problems and exchange information.
• Maintains current knowledge of state and federal mandates related to instruction of students with special needs.
• Recommends changes to programs and services as necessary.
• Consults with district staff to identify ongoing/emerging special education and behavior  needs of students.
• Assists in identifying and developing partnerships that enhance district services. Assists in providing staff leadership and consensus development. Advances the change process. Implements strategies and time-frames to accomplish organizational objectives. Helps resolve problems.
• Helps ensure that policies/procedures support non-biased assessment and program planning activities.
• Helps manage the instructional program. Evaluates and recommends instructional practice and behavior interventions
• Encourages program innovations along with pursuing funding opportunities, preparing grant/foundation applications, implementing funded proposals, and complying with reporting requirements.
• Provides leadership for behavior interventions that enhance student learning and improve student performance. 
• Complies with state policies/procedures for the education of students identified as having a disability. 
• Maintains accurate records and submits reports on time. 
• Advocates for all children and provides support to school teams on improving meaningful student access to the curriculum (differentiated instruction, flexible service delivery, etc). 
• Assists and supports building principals in understanding and responding (including potential teacher discipline) to district, state and federal compliance matters. 
• Trains and consults with coordinators, intervention specialists, transition coordinators and other support personnel. 
• Collaborates with principals regarding strategies for improving teachers’ use of best behavioral practices and instruction  
• Provides leadership and direction through collaboration, observation, and evaluation to building principals, teachers, and support staff regarding the delivery of behavior intervention services to students with disabilities.
• Serves as an instructional role model on best practices and supports the development of a professional learning community within the department. 
• Performs other duties as assigned.

QUALIFICATIONS

• Must be a U.S. citizen or have the legal right to work in the U.S.
• A Master’s Degree in Special Education, Psychology, Social Work, or a closely related field
• Valid Board Certified Assistant Behavior Analyst License 
• A minimum of five years’ experience working with students with behavioral and emotional disturbances.
• Documented experience in a leadership/supervisory role.

PHYSICAL ATTRIBUTES/DEMANDS

• Frequently required to sit, stand, walk, hear, see, read, speak, reach, stretch with hands and arms, crouch, kneel, stoop, and climb stairs
• Occasionally lift and/or move lightweight items up to 40 lbs.

WORK ENVIRONMENT  

• Occasional exposure to blood, bodily fluids, and tissue
• Work may be subject to frequent interruptions
• Some assignments are subject to completion within strict timelines
• Travel for meetings, professional development activities, and work assignments