Board Certified Behavior Analyst

Title: Board Certified Behavior Analyst Minimum Qualifications: ●Board Certified as a Behavior Analyst. ●Hold or be eligible for NH Certification. ●Minimum of three to five years in public school experience. Desired Attributes: ●Communicate effectively in written and oral form using positive interpersonal skills. ●Ability to develop and implement behavior intervention plans, classroom management systems, and reinforcement systems. ●Ability to use effective instructional strategies and techniques for at risk learners. ●Experience in the development and implementation of affective/social skills lessons, Individual Education Plans related to appropriate goals and benchmarks and progress monitoring systems. ●Ability to develop and provide training related to effective research based practices in all school settings. ●Experience with group facilitation and problem-solving strategies and ability to effectively lead/facilitate group processes ●Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable. Reports To: Director of Student Support Services or Designee SAU 34 Strategic Plan Priority Areas: Student Success: ●SAU 34 is committed to preparing students for success in postsecondary education and the workforce by providing every student with a high-quality education rooted in purpose, self-determination, meaningful relationships, and regular feedback. ●Students will develop critical academic skills and the key competencies outlined in our Portrait of a Graduate: adaptive perseverance, responsibility, a learner’s mindset, global citizenship, communication, critical thinking, and collaboration. Culture: ●SAU 34 fosters a responsive and high achieving culture by prioritizing a welcoming, positive environment, grounded in the tenets of the Portrait of a Graduate. ●This environment allows students and staff to feel physically, psychologically, and emotionally safe, supported, connected, and empowered with a strong sense of purpose. Learning Environments: ●SAU #34’s physical environment and resources for learning have a direct impact on student success and culture, reflecting the community’s values. ●SAU #34 will provide and maintain future focused facilities that support high quality and diverse educational opportunities for every student. Job Goal: Through assessment and evaluation, work with IEP and school based teams to develop and implement programs and intervention plans, consistent with school district policy and NH state law related to behavior management, to remediate behavioral, social, academic, and/or communication problems for students eligible with emotional/behavioral disturbance, intellectual disability, and autism spectrum disorders. Serve as a consultant to school personnel and parents of these students. ●Work with teams to conduct Functional Behavioral Assessments, to include using Practical Functional behavioral assessment methods and skills based treatment, for students who are demonstrating significant interfering behaviors. ●Collaboratively design intervention plans and programs for students that are consistent with the total educational philosophy of the district aligned with the Districts Multi-Tiered System of Support model to provide intervention at the most appropriate level and in the least restrictive environment ●Collaborate with general education and special education teachers, related service providers and school administration to implement, monitor and revise high quality ASD programming. ●Work as a team member: in the development and implementation of inclusive strategies; identification of social/behavioral problems; development of the individual educational programs for the students; evaluation of student progress; in referring those students who require further evaluation or follow-up services to the appropriate school personnel or community agencies; and developing and maintaining home-school relations in crisis situations with the students and reporting systems to parents. ●Design, implement, and monitor progress of behavioral management programs for students to remediate behavioral and social problems. ●Develop and maintain academic and/or behavioral data on the students and provide training for paraeducators to accurately and effectively collect data. ●Continue professional growth through educational meetings, visiting related facilities, reading professional literature, participating in technical training opportunities, and exchanging ideas among the district staff. ●Plan and confer with the classroom teacher of students, as requested, concerning behavioral, social, or emotional regulation difficulties affecting the students. ●Develop and conduct in-service activities regarding techniques for remediation of behavioral, social or emotional regulation difficulties of students. ●Provide training for Paraeducators/Rehabilitation Assistants in the areas of behavior management skills and affective education. ●Coordinate and conduct individual parent education with the parents of the students and update and maintain information concerning parent training. ●Complete reports for appropriate local and state educational agencies. ●Assist with: case-management and team problem-solving with other behavioral specialists, other district staff, agency personnel, and other appropriate professionals on a regular basis; other professionals with student crisis intervention; teachers of the students with development of crisis prevention plans; parents in locating and obtaining community resources which are available to the students and their families; and the development and maintenance of program evaluation procedures ●Perform other duties as assigned. Working Environment: ●While performing the duties of this position, the employee is frequently required to stand, walk, and sit. The employee is regularly required to see, talk, and hear. The employee is regularly required to use hands to manipulate, handle, or feel. The employee is regularly required to reach with hands and arms; stoop, kneel, or crouch. The employee is frequently required to supervise students requiring the employee to match walk a speed that coordinates with students and may at times require the ability to run to safeguard students. Employee must occasionally move equipment and/or supplies. The employee must occasionally lift, carry, move and/or restrain school age students. Specific vision abilities required by this position include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. The job is performed for the most part in a school setting with occasional outside weather conditions. The noise level is that of a typical school. ●The employee is required to walk in order to service students throughout the schools. ●The employee is regularly required to handle stressful situations and resolve conflicts. Evaluation: Annual evaluation to be completed by supervisor Contract: 190 days total, 180 student days with an 10 days to be scheduled in collaboration with building administration and Director of Student Support Services