JOB TITLE: BCBA / Behavior Specialist, Secondary Level
REPORTS TO: Director of SEL, Equity and Wellness
APPROVED BY: Superintendent of Schools
FLSA STATUS: Non-Exempt
POSITION OBJECTIVES:
To assess, develop, implement, and monitor individualized behavioral and instructional programs for students with a variety of needs, including those on the autism spectrum, with emotional and behavioral challenges, or low-incidence disabilities, students with social/emotional challenges and other students with various needs. This role includes providing training, consultation, and support to school staff to promote positive behavioral interventions and student success. The position is open to Board Certified Behavior Analysts (BCBA) or experienced Educators with relevant expertise and extensive experience in behavior management.
ESSENTIAL DUTIES AND RESPONSIBILITIES
- Provide oversight to the Maple Program and services to students, as appropriate
- Conduct Functional Behavior Assessments (FBAs) and develop Behavior Intervention Plans (BIPs) tailored to individual student needs.
- Provide professional development to staff on preventative actions, BCBA strategies, responses to behavior, etc.
- Provide ongoing consultation and modeling to staff for implementing evidence-based behavioral strategies and interventions.
- Supports the Director of SEL/Equity/Wellness with initiatives and processes to enhance communication and collaboration regarding SEL and behavior strategies.
- Collect, analyze, and report data on student performance and behavior, making data-driven recommendations for program adjustments.
- Conduct behavior based assessments as part of the evaluation process, as applicable.
- Monitor and assess the effectiveness of SEL and behavioral programs implemented by paraeducators, ensuring alignment with district goals and student needs.
- Design and deliver staff development sessions on behavior management, de-escalation techniques, and related topics.
- Collaborate with school teams, including administrators, teachers, paraeducators, and related service providers, to develop and implement strategies promoting student progress.
- Provide leadership, direction, and co-supervision for SEL/Behavior paraeducators across the Supervisory Union, ensuring consistent implementation of SEL and behavioral support strategies in all schools.
- Develop and deliver training and professional development sessions for SEL/Behavior Paraeducators focused on best practices, evidence-based interventions, and student support systems.
- Provide on-going coaching and training to staff.
- Collaborate with the Director of SEL/Equity/Wellness to optimize policies, procedures, and systems that promote a positive behavioral environment.
- Provide direct support to students in both classroom and community settings to address challenging behaviors and skill development in all in-district school settings.
- Provide information for terms developing Individualized Education Programs (IEPs), 504 Plans, and other educational plans, ensuring alignment with best practices in behavioral intervention.
- Monitor and assess the fidelity of behavioral interventions across settings, providing feedback and training as needed.
- Participate in crisis intervention and provide de-escalation support in high-stress situations while adhering to non-aversive (preventative strategies) behavior management practices.
- Support families by sharing strategies and providing training to reinforce student learning and behavior goals at home.
- Stay up-to-date on emerging research, tools, and techniques in applied behavior analysis and special education.
- Maintain working knowledge of adaptive and assistive technology to support student needs effectively.
- Maintain records, complete reports, and ensure compliance with district, state, and federal regulations related to student programs.
- Make recommendations to teach classroom teachers how to adapt general classroom material/methods as appropriate to meet the needs of students, in consultation with classroom and/or special education teacher.
- Participate in team meetings upon request to assist in developing student plans, and assessing and evaluating student needs and progress. Confer with teachers, parents and administrators as appropriate concerning various matters pertaining to the students.
- Participate as a core member of the IEP Team, contributing to the development of goals, and objectives specifically related to social-emotional and behavioral progress.
- Ensure all behavioral interventions and data collection methods remain in strict compliance with IDEA, Section 504, and state special education regulations.
- Collaborate with Special Education teachers to design and implement Specially Designed Instruction (SDI) for students with disabilities, focusing on social skills, self-regulation, and executive functioning.
- Consult with Special Education staff and building principals to ensure that accommodations and modifications are implemented with fidelity across both general education and specialized settings.
- Collaborate in the Special Education evaluation process to address behaviors that impede the student’s learning or that of others.
- Perform other related duties as assigned.
SUPERVISION RECEIVED:
General supervision provided by the Director of SEL/Equity/Wellness. Collaboration with Educators and support staff is essential.
SUPERVISORY RESPONSIBILITIES:
The BCBA / Behavior Specialist will provide mentorship and training for staff as well as ensuring the fidelity of SEL and behavioral interventions in alignment with district-wide goals and student success frameworks
QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:
- Education and Certification.
- Board Certified Behavior Analyst (BCBA) certification preferred.
- Licensed Educator with extensive experience in behavior management accepted.
- Master’s Degree preferred in relevant fields, including but not limited to Education, Psychology, Applied Behavior Analysis, Social Work, Counseling, Speech-Language Pathology.
Experience.
- Minimum of two years of experience working with students with behavioral challenges.
- Demonstrated knowledge of applied behavior analysis (ABA), behavior intervention practices, SEL approaches, and (if possible) a broad understanding of special education practices.
- Communication & Interpersonal Skills.
- Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively. Ability to provide effective instruction and receive constructive feedback.
- Strong analytical and data-driven decision-making skills.
- Excellent interpersonal, communication, and collaboration abilities:
- Ability to communicate courteously, efficiently and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations.
- Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies.
- Ability to show patience, respect and compassion in working with students.
- Ability to effectively resolve conflicts and handle stress.
- Proficiency with digital tools for data collection and adaptive technologies.
- Reasoning Ability/Mental Requirements. Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to anticipate and diffuse emotionally explosive situations.
- Other Qualifications. Experience working with children/adolescents. Training/experience working with students who have special needs is desirable. Ability to assist students physically as required.
- Additional Competencies. The individual in this position must possess the following:
- Patience, empathy, and commitment to supporting students with diverse needs.
- Ability to remain calm under pressures, particularly in crisis situations.
- Adaptability, creativity, and flexibility in problem-solving and program development.
- Independence – guiding oneself with little or no supervision, and depending on oneself to get things done.
- Social Orientation - preferring to work with others rather than alone, and being personally connected with others on the job.
Frequency Code Description
Sometimes S activity may exist sporadically, but not on a consistent basis.
Occasionally O activity exists on a consistent basis for less than 1/3 of the time
Frequently F activity exists from 1/3 of the time up to 2/3 of the time
Constantly C activity exists for 2/3 or more of the time
Not Applicable NA activity is not present in the position
PHYSICAL EFFORT AND STRESS. Employee must have the physical ability to perform the essential functions of the job as outlined above, in addition to the following (Indicate appropriate code from above):
| |
Frequency Code
|
|
Essential
|
Not Essential
|
|
SITTING
|
F
|
|
X
|
|
|
STANDING
|
F
|
|
X
|
|
|
WALKING
|
F
|
|
X
|
|
|
SEEING
|
C
|
|
X
|
|
|
HEARING
|
C
|
|
X
|
|
|
TALKING
|
C
|
|
X
|
|
|
DEXTERITY (hands/fingers)
|
C
|
|
X
|
|
|
USE OF COMPUTERS AND EQUIPMENT
|
F
|
|
X
|
|
|
LIFTING
|
|
|
|
|
|
up to 10 lbs.
|
F
|
|
X
|
|
|
10-25 lbs.
|
O
|
|
X
|
|
|
25-50 lbs.
|
O
|
|
X
|
|
|
50-100 lbs.
|
O
|
|
|
X
|
|
100+ lbs.
|
O
|
|
|
X
|
|
CARRYING
|
|
|
|
|
|
up to 10 lbs.
|
O
|
|
X
|
|
|
10-25 lbs.
|
O
|
|
X
|
|
|
25-50 lbs.
|
O
|
|
X
|
|
|
50-100 lbs.
|
O
|
|
|
X
|
|
100+ lbs.
|
O
|
|
|
X
|
|
BENDING/STOOPING
|
O
|
|
X
|
|
|
PUSHING/PULLING
|
O
|
|
X
|
|
|
TWISTING
|
O
|
|
X
|
|
|
CLIMBING
|
O
|
|
|
X
|
|
BALANCING
|
O
|
|
X
|
|
|
CROUCHING
|
O
|
|
X
|
|
|
KNEELING
|
O
|
|
X
|
|
|
CRAWLING
|
O
|
|
X
|
|
|
REACHING (i.e., overhead)
|
O
|
|
X
|
|
|
HANDLING
|
F
|
|
X
|
|
|
DRIVING
|
S
|
|
X
|
|
|
REPETITIVE MOVEMENTS (hands, feet)
|
O
|
|
|
X
|
|
MANAGING STRESS
|
F
|
|
X
|
|
|
RESOLVING CONFLICTS
|
C
|
|
X
|
|
WORKING CONDITIONS/ENVIRONMENTAL FACTORS: All conditions common to a construction site for residential housing including, but not limited to, the following (Indicate appropriate code from above):
| |
Frequency Code
|
|
EXPOSURE (dust, dirt)
|
C
|
|
EXPOSURE (extreme heat – non-weather, flames)
|
S
|
|
EXPOSURE (extreme cold – non-weather)
)
|
O
|
|
EXPOSURE (fumes, odors)
|
O
|
|
EXPOSURE (viruses, infectious diseases)
|
F
|
|
EXPOSURE (water)
|
S
|
|
EXPOSURE (hazardous equipment)
|
NA
|
|
EXPOSURE (chemicals, hazardous materials)
|
O
|
|
UNEVEN TERRAIN
|
O
|
|
OUTDOOR WEATHER CONDITIONS
|
O
|
|
VIBRATION/NOISE
|
C
|
|
HEIGHTS
|
NA
|
Definitions - Physical Demands
Sitting: remaining in a seated position
Standing: remaining on one's feet in an upright position at a work station without moving about
Walking: Moving about on foot
Seeing: Perceiving with the eye
Hearing: Perceiving or listening to sound by ear
Talking: Articulating, speaking or discussing using spoken words
Dexterity: Skill in the use of hands and fingers
Lifting: Raising or lowering an object from one level to another (includes upward pulling)
Carrying: Transporting an object, usually holding it in the hands or arms or on the shoulder
Bending/Stooping: Bending the body downward and forward by bending the spine at the waist. Occurs to a considerable degree and requires full use of the lower extremities and back muscles.
Pushing: Exerting force upon an object so that the object moves away from the force (includes slapping, striking, and kicking)
Pulling: Exerting force upon an object so that the object moves toward the force (includes jerking).
Twisting: Rotating; moving to face in alternate direction.
Climbing: Ascending or descending ladders, stairs, scaffolding, ramps, poles, ropes and the like, using the feet, legs, and/or arms and hands.
Balancing: Maintaining body equilibrium to prevent falling when walking, standing, crouching, or running on narrow, slippery, or erratically moving surfaces; or maintaining body equilibrium when performing gymnastic feats.
Crouching: Bending the body downward and forward by bending the legs and spine.
Kneeling: Bending the legs at the knees to come to rest on the knee or knees.
Crawling: Moving about on the hands and knees or ha
Reaching: Extending the hands and arms in any direction
Handling: Seizing, holding, grasping, turning, or working with hands