BCBA Special Education Consultant

JOB SUMMARY:

The Board Certified Behavior Analyst (BCBA) SPED Consultant supports special education staff and administrators in coordinating and implementing special education behavior support services including data collection and the creation of FBA/BIP for students with IEPs K through 12th grade. This position also provides supervision for district behavior support technicians who support our therapy special classes including weekly and monthly supervision hours.  

Work Location: Special Education 

Contract Days: 185 Days up to 10 additional days (reflects full year)

FTE: 1.0

FLSA Status:  Exempt

Benefits: Eligible

Anticipated Start Date: January 2025

MINIMUM REQUIRED QUALIFICATIONS:

1. Valid Professional State of Utah Special Education Teacher License or a valid Special Education license from another state that is transferrable to Utah.
2. 3 years’ licensed experience teaching in a special education classroom or other classroom setting that included neurodiverse learners, or 3 years' licensed experience working or supervising others in a therapy setting.
3. Bachelor's degree from an accredited college/univeristy, or will complete a bachelor degree program prior to the contract start date.
4. BCBA certification.
5. Experience with supporting behaviors in a school setting.
6. Experience with reading and taking behavioral data.
7. Experience with writing FBA/BIP.
8. Professional communication skills including, but not limited to: excellent written and verbal communication skills in English; confident, articulate, and professional speaking abilities; and empathic listening and persuasive speaking skills.
9. Experience with grade level/content PLC’s/data meetings for analysis of student data to inform instructional practices for highest student achievement.

PREFERRED QUALIFICATIONS:

1. Bi-Lingual- Spanish Speaker: speaks, reads, writes and understands spoken Spanish.
2. Have an ESL Endorsement or will obtain one within 4 years of hire.
3. Degree in behavior analysis, social work, psychology, counseling, or other related field.
4. Previous instructional coaching experience.
5. 5 years’ experience teaching in a special education classroom or other classroom setting that included neurodiverse learners, or 5 years' experience working or supervising others in a therapy setting.
6. BCBA certification with supervision qualifications.
7. ABA trained.
8. Safety Care trained or willing to become Safety Care trained within first three months on the job.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES:

Knowledge of Instruction

1. Demonstrates knowledge of the Utah Core Standards.
2. Demonstrates knowledge of disciplinary-specific literacy skills into instruction to purposefully engage learners interacting with content knowledge.
3. Demonstrates knowledge of effective instructional strategies for neurodiverse learners.
4. Demonstrates knowledge of pull-out and push-in, collaboration, co-teaching methods.
5. Knowledge of Universal Design of Learning or differentiation.
6. Skilled at data collection, review and implementation of interventions based on data including functional behavior assessments (FBA) and writing behavior intervention plans (BIP).
7. Knowledge of de-escalation strategies including but not limited to Safety Care and Happy Classroom.
8. Demonstrates implementation of LRBI.

 Provides Effective Professional Learning

1. Bases instruction on accurate content knowledge using multiple representations of concepts and appropriate academic language.
2. Practices a range of developmentally and culturally appropriate instructional strategies that engage and meet the needs of adult learners.
3. Provides multiple opportunities for students to develop higher-order and meta-cognitive skills.
4. Uses a variety of available and appropriate technology and resources to support adult learning.

 Leadership

1. Proven skills in leadership, relationship management, project management, group facilitation, problem solving, team building, coordinating, communication, and student advocacy.
2. Commitment to engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice.
3. Reliability, flexibility, and ability to follow directions as tasks are assigned.
4. Capacity to be sensitive, adaptable, professional, and articulate when communicating to and interacting with our district’s community of stakeholders.
5. Capacity to build relationships with various stakeholders in an effort to develop partnerships and increase student growth and proficiency.
6. Capacity to assess and evaluate situations/circumstances and develop an action plan for leverage and/or improvement of a situation, relationship, or process.
7. Capacity to handle multiple tasks simultaneously and to prioritize appropriately.
8. Capacity to effectively market programs and services to ensure requisite participation.
9. Capacity to work with families to support move-in questions or other needs.

 Knowledge of Special Education Rules

1. Skilled at writing solid IEPs including PLAFF, goals, transition statements, FBA, BIP, etc.
2. Knowledge of PSSP or Goalview or other on-line special education program and paperwork systems.
3. Knowledge of Medicaid, SCRAM, manifestation determination, least restrictive processes.
4. Knowledge of MTSS/PBIS processes to support learning, the special education referral process and special education instruction.
5. Knowledge of LEA responsibilities and duties.
6. Knowledge of state and federal regulations to support file audit compliance.

 Invest in Teaching Profession

1. Collaborates with families, colleagues and other professional to promote student growth and development.
2. Adapts and improves practice based on reflection and new learning.
3. Engages in learning experiences to enhance self and support others.
4. Participates actively in decision-making processes while building a shared culture that affects the school and larger educational community.
5. Advocates for the learner, the school, the community, and the profession.
6. Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment polices, Salt Lake City School District board policies and supervisory directives.
7. Is responsible for compliance with all requirements of State Board of Education Rule R277-530 Utah Effective Educator Standards at all levels to teacher development.
8. Is responsible for compliance with all requirements of State Board of Education Rule R277-515 Utah Educator Professional Standards.
9. Maintain regular and predictable attendance to fulfill job requirements in an efficient and effective manner; required to attend activities, events, and meetings outside of normal work hours on a regular basis.
10. Maintain professional workplace etiquette and represents the department/district in a professional manner; communicate effectively and efficiently with diverse groups of people while maintaining confidentiality and positive working relationships with co-workers, students, parents, and other district employees.
11. Demonstrates adaptability and understanding of cultural differences in working in a diverse environment while coping with stressful situations related to students and maintaining confidentiality.
12. Perform other related duties as assigned to ensure the efficient and effective operations of the department.