WHO WE ARE:

Indianapolis Public Schools (IPS) is a student-focused, innovative educational organization committed to academic excellence. Our mission is to empower and educate all students to think critically, creatively, and responsibly, to embrace diversity, and to pursue their dreams with a purpose. We are a family of excellent public schools in which every student has the opportunity to succeed and the power to create their own future.

Led by forward-thinking leadership and our commitment to prioritizing students, racial equity, and authentic engagement with our families, team members, and communities, our staff have diverse opportunities to develop their careers in a challenging but rewarding environment. We are an organization for people who are passionate about education and who are committed to the Indianapolis community.

SUMMARY OF OPPORTUNITY:

We are looking for a skilled professional who has experience in strengthening and expanding racial equity work in an urban setting . Professional development opportunities are available to enhance growth, as well as competitive benefits and salary. BCBAs must have experience working with individuals with Autism and with developing skill acquisition programs, function-based behavior support plans, and completing both skills assessments and functional behavior assessments. Qualified candidates should be proficient in staff, teacher and parent training and possess excellent communication, organization and time management skills.

WHAT YOU’LL DO:

The following outlines what your core duties and responsibilities will be for this position and provides a sample overview of what your day-to-day may look like.

Core Duties and Responsibilities

Knowledge of applied behavior analysis and appropriate interventions for students diagnosed with Autism Spectrum Disorder. Understanding of child development and curriculum and instruction materials used at various grade levels are essential skills in order to assist the students in accessing their learning environment. This is not an exhaustive list and employees may be assigned additional duties by management as required.

Job Duty/Resp. 1: Develop behavior protocols and data collection systems designed for the needs of specific programs across the district.

Job Duty/Resp. 2: Develop individualized curriculum for specific ABA-based classroom and support with generalization to self-contained classrooms as necessary.

Job Duty/Resp. 3: Support the case management of all students' IEP services including development and implementation of goals and objectives and progress reporting.

Job Duty/Resp. 4: Evaluate student progress based on work output and observation and use this evidence to determine goals, objectives and directions.

Job Duty/Resp. 5: Develop and execute district-wide trainings on topics such as Autism, ABA, discrete trials, social skills, and data collection

Job Duty/Resp. 6: Provide RBT supervision as required by BACB to maintain certification. Support the professional development of RBTs.

Job Duty/Resp. 7: Consult with teachers, administrators, and other staff members within larger school community to identify and develop increased opportunities for inclusion, and assist in the implementation of accommodations

Job Duty/Resp. 8: Conduct school-based functional behavior assessments using district procedures and develop individualized Behavior Intervention Plans for each student enrolled in the ABA-classroom in addition to consulting with staff across self-contained programs in the FBA and BIP process. Design and train on data collection systems to monitor implementation and student progress on BIP goals.

Job Duty/Resp. 9: Use appropriate applied behavior teaching, communication, and reinforcement techniques consistently. Provide highly structured approach that relies on behavioral principles. Translate IEP goals into written ABA programs.

Job Duty/Resp. 10: Assist with development of protocols for program admission and transitioning students into Least Restrictive Environments as necessary. Ensure that all program protocols are being followed consistently.

Job Duty/Resp. 11: Review and input Medicaid Billing notes. Submit and follow billing cycles.

Job Duty/Resp. 12: Support teachers in the preparation of report cards, education records, IEP forms, classroom observation records and other forms, participate in IEP meetings, and perform any other duties that may be assigned by the building principal, of Unified Student Support Administrators

“Day In the Life” Overview

On a regular day, as a BCBA, you might:

• Develop treatment plans for students in the REACH ABA classroom.
• Provide RBT oversight and supervision.
• Work collaboratively with the TOR on the daily schedule.
• Works in collaboration with special education teachers, school leaders, and other experts to improve learning outcomes for students with disabilities.
• Review and track data. Makes recommendations and changes to students' plans based on data.
• Create, implement, and model interventions and strategies for students.
• Assist as needed with direct student support.
• Directly communicate with parents regarding student updates, needs, and trainings.

WHAT YOU’ll BRING: SKILLS AND MINDSETS

As an ideal candidate for this role, you will be able to achieve the following:

• Growth Mindset - Continuously seeks to improve individual work, demonstrating candor and ability identify weaknesses. Finds lessons in failures and successes of others. Proactively seeks and acts on feedback.
• Effective Influencer - Inspires others to work towards common goals to meet the needs of urban school students, despite obstacles. Advocates the importance of the district’s role in serving schools and communicates with internal and external stakeholders.
• Strong Collaboration & Cross-Functional Skills - Builds rapport and cooperative relationships with others. Establishes and maintains strong relationships with relevant stakeholders. Places high priority on team and organizational goals.
• Confidentiality - Makes effective decisions regarding sensitive and confidential information. Respects the privacy of others and maintains the confidentiality of information to which exposed.
• Communication Skills - Possesses effective verbal and written communication and should be able to adapt communication style to suit different audiences.
• Strategic Thinking - Identifies challenges and guides team toward solutions. Creates space for productive debate and alternative perspectives. Encourages innovation and creativity from team. Identifies risks and ways to mitigate.
• Project Management - Manages projects from end to end, identifying and monitoring project milestones and holding team accountable for achieving results.

EDUCATION, CERTIFICATION, AND LICENSURE REQUIREMENTS

CERTIFICATES, LICENSES, REGISTRATIONS:

Masters Degree, BCBA or BCaBA certification

FLSA CLASSIFICATION:

Exempt

ELIGIBILITY FOR REMOTE WORK:

Not Eligible

PHYSICAL REQUIREMENTS:

• PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

While performing the duties of this job, the BCBA will be expected to be trained in crisis management and perform needed physical aspects to implement crisis management and keep students and staff safe. BCBA should be able to lift at least 60 lbs.

• WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is occasionally engaged in wet and humid conditions and outside weather conditions. The noise level in the work environment is usually moderate to severe. The work environment often needs to change to best serve students. This position does require you to travel between work sites during contracted hours.

EEOC STATEMENT:

Indianapolis Public Schools, in accordance with its nondiscrimination policies, will not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, religion, creed, national origin or ancestry, sex, age, physical or mental disability, pregnancy, veteran or military status, genetic information, sexual orientation, gender identity or expression, marital status, familial status, domestic violence victim status, homelessness or any other legally recognized protected basis under federal, state or local laws, regulations, or ordinances. Indianapolis Public Schools does not tolerate any form of retaliation or bias-based intimidation, threat, or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

DISCLAIMER:

Essential functions, as defined under the Americans with Disabilities Act, may include any of the above representative duties, knowledge, and skills. This job description is illustrative only, and is not a comprehensive list of all essential functions and duties performed by the occupant of this position. Factors such as regular and punctual attendance are not routinely listed in job descriptions, but are an essential function.