Release Date: May 21, 2024 Application Deadline: June 4, 2024

Requisition 10702

Current benefited staff of SMCPS who submit a timely application and meet the minimum qualifications for the position shall be granted an interview and shall be considered to fill the vacancy prior to external applicants being considered. Questions regarding your application and/or candidacy should be directed to the Department of Human Resources.

POSITION: Community School Board Certified Behavior Analyst Grant Funded

(ten-month assignment)

Salary: The salary for this EXEMPT position will be based on the FY24 EASMC salary schedule for ten-month employees – (Pending FY25 Budget Approval)

Location: Department of Student Services/George Washington Carver Elementary School

Effective: August 2024

APPLICATION PROCEDURES:

Qualified applicants, including current employees of St. Mary's County Public Schools, must complete a TalentEd online application. In addition to the online application, any support documentation (copy of certification where applicable) must be scanned and uploaded to the TalentEd application. The online application and any support documentation must clearly demonstrate that the applicant meets the minimum qualifications, including information about the applicant’s background, experience, and professional qualifications. Failure to submit all required documentation will result in your application being considered incomplete. Incomplete applications will not be forwarded to the selection committee for review. All online applications must be completed no later than June 4, 2024. Following a screening of credentials, interviews will be scheduled. Please contact the Department of Human Resources with questions (301-475-5511, ext. 32187).

NATURE OF WORK:

Identified by the Community School Needs assessment, this is a professional position to meet the individual needs of students through consultation with staff and families to support student progress.

ESSENTIAL FUNCTIONS:

• Assessment and evaluation of student needs;
• Participation in IEP meetings for long and short-term behavioral goals and supports, consistent with the principles of Applied Behavior Analysis;
• Ability to communicate effectively with students, staff, families, and community stakeholders;
• Understand the Community School’s framework as defined by the Maryland State Department of Education.
• Understand data collection as outlined by the Maryland State Department of Education.
• Knowledge of IDEA disabilities and how they can impact academic achievement and behavior;
• Provide site based and district-wide professional development based on identified needs;
• Knowledge of how various disabilities may manifest in the classroom;
• Knowledge of function-based, positive behavior support plans and protocols and the ability to train staff and families on the implementation in classroom settings.;
• Ability to address and advocate for issues related to disproportionality across the continuum of school-based mental and behavioral services;
• Understanding the needs of a diverse population of students;
• Actively engage in community school team meetings;
• Collect and disseminate data in accordance with multi-disciplinary teams; and
• Ability to collaborate with a wide range of staff to attain positive outcomes on behalf of behaviorally challenged students and their families.

DUTIES AND RESPONSIBILITIES:

• Supports students with disabilities to maintain Least Restrictive environment;
• Collects and analyzes data to support case managers for instructional/behavioral decisions;
• Assist in the development and monitoring of behavioral goals and objectives;
• Support decisions for academic interventions based on best practices for Applied Behavioral Analysis (ABA) principles;
• Provides coaching and modeling of behavioral strategies and data collection systems for staff and administrators;
• Supports students, staff, and families through direct modeling of ABA strategies for behavioral and social skills training to students;
• Ensures that staff and families have the necessary support to allow for IFSP/IEP goals and objectives to be generalized across all settings and are implemented appropriately;
• Collaborates with the IEP Team to ensure students have access to developmentally appropriate activities and grade-level curriculum;
• Provides positive communication to team members and families about student progress and achievement;
• Conducts Functional Behavioral Assessments (FBA) to determine the function of behavior;
• Analyzes data collected from FBA to develop student-specific Behavioral Intervention Plans (BIP) that are function based;
• Collects, analyzes, and visually displays data to monitor progress on BIP;
• Conducts school training as determined by the IEP and IFSP;
• Develops and communicate to school teams the systematic fade plan of intensive behavioral strategies to ensure skills can be generalized to a natural rate of reinforcement;
• Makes recommendations to school-based and central office administrators regarding student and staff needs;
• Collaborates with general/special educators to disseminate information about student needs based on intervention data;
• Utilizes data to determine the most effective classroom and behavioral supports (academic/developmental/behavioral/social) for interactions with staff and peers;
• Recommends modifications and scaffolding necessary for each student to access the appropriate behavioral and social interactions with staff and students;
• Communicates positively with families on student progress;
• Collaborates and communicates with outside agencies regarding student, staff, and family supports;
• Models implementation of behavior strategies in classroom settings;
• Monitors the implementation of prevention and interventions and student progress; and
• Provides behavioral coaching for individual students and staff throughout the implementation phase of the intervention.

QUALIFICATIONS:

Required:

• Possess a Master’s degree in special education, behavioral sciences, or related field; and
• Three ( 3) years of experience in providing behavioral services (e.g., functional assessment, development and implementation of function based Behavioral Intervention Plans, treatment evaluation, crisis intervention) to students with disabilities within the public school setting.

Preferred:

• Experience working with multidisciplinary teams;
• BCBA certification preferred, or in a program leading to certification; and
• Willingness to participate in Out of School Time (OST) Programming.

TERM OF EMPLOYMENT:

Full-time ten-month position.

SALARY GRADE RANGE:

The salary for this EXEMPT position will be based on FY24 EASMC salary schedule for ten-month employees.

BARGAINING UNIT ELIGIBILITY: EASMC

Updated 05/2024

The Board of Education reserves the right to reject any or all applicants, re-advertise and/or withdraw the positions.

The St. Mary’s County Public School System does not discriminate on the basis of race, color, gender, age, national origin, marital status or sexual orientation, religion, or disability in matters affecting employment or providing access to programs.