Board Certified Behavior Analyst (BCBA)

BOARD CERTIFIED BEHAVIOR ANALYST

at Saline Area Schools

JOB DESCRIPTION

The Board Certified Behavior Analyst (BCBA)  provides consultation and training services to the Saline Area Schools classrooms in order to support the needs of students with significant behavioral concerns.  The Board Certified Behavior Analyst (BCBA) works by providing resources and instruction to classroom staff, related services staff, and parents in the implementation of intervention, student plan, and programming for students with disruptive behaviors.

Saline Area Schools strives to hire individuals who are intrinsically motivated, have a deep desire to grow professionally, believe children deserve to learn in an environment that is the least restrictive, and demonstrate the highest level of cultural competence. SAS strives to employ individuals who possess a strong work ethic, are committed to providing children with boundless opportunities, and understand that equity, inclusion, and social justice are essential to the success of a 21st-century school community.

QUALIFICATIONS
Required Education/Certification

• Master's degree in behavioral analysis, school social work, psychology or related educational field
• Board Certified Behavior Analyst (BCBA) required
• Valid Michigan driver’s license

Required Experience

• Experience with classroom implementation of evidence-based practices for students with behavior needs.
• Experience and working knowledge of behavioral principles and techniques in an educational setting.
• Experience with behavior based learning.
• Experience working with children with developmental disabilities.
• Understands the behavioral characteristics typically associated with Autism, Behavior Disorders, Traumatic Brain Injury, and Intellectual Disabilities.
• Strong verbal and written communication skills with students, parents, school community, staff and external agencies.
• Ability to train others to apply effective behavior management techniques.
• Possesses basic understanding of educational curriculum and instructional methods.
• Maintain a high level of confidentiality.

RESPONSIBILITIES & DUTIES

• Coordinate, utilize and facilitate the use of evidence- based assessments and interventions for students with behavior concerns in an educational setting,
• Consults/demonstrates teaching techniques/strategies with teacher(s)s and/or building team(s) as appropriate.
• Consults/develops teaching strategies with teacher(s) and/or building team(s).
• Consults with building team(s) regarding behavior issues such as providing assistance with development of FBA/PBSPs.
• Mature, professional leader who possesses a growth mindset, seeks diverse views, embraces curiosity and values both learning and achievement. 
• Train staff and monitor implementation of interventions.
• Increase staff understanding of the function of the student's behavior and the alignment of the  PBSP to this  function.
• Increase staff abilities to prevent behaviors.
• Increase staff abilities to teach and reinforce alternative behaviors.
• Support staff in order to collect, record and report data relative to student performance on IEP goals and behavior plan.
• Collaborate with the student's team.
• Comply with state and district policy on the use of seclusion and restraint.
• Comply with all Michigan Special Education laws and requirements.
• Awareness of the Michigan Merit Curriculum and Common Core State Standards.
• Able to increase student's ability to self-manage by teaching and reinforcing their use of alternate, prosocial behavior.
• Collaborate with others and work together to improve student outcomes and district goals.
• Demonstrates knowledge of a variety of technology applications related to multi-sensory access. to the curriculum, universal design for learning, differentiated instruction and assistive technology.
• Manage time to successfully meet all requirements for record keeping, instruction and assessments as well as other district duties as assigned.
• Additional duties as assigned.

ESSENTIAL DUTIES 

• Use computer network systems and software applications as needed.
• Organize and coordinate work.
• Develop and implement projects.
• Effective and respectful verbal and written communication skills.
• Communicate effectively with students and parents.
• Organize multiple tasks and conflicting time constraints.
• Engage in self-evaluation with regard to leadership, performance and professional growth.
• Establish and maintain cooperative working relationships with others contacted in the course of work.
• Demonstrate exemplary attendance and punctuality.

PHYSICAL AND MENTAL DEMANDS, WORK HAZARDS

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 the essential functions.

Exemplary, regular and predictable attendance is an essential function of this position. The employee must be physically present and alert at all times. While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds such as books and teaching material or when assisting in student interventions. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people. The ability to travel to other buildings is required.

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.  

The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff.  The employee is directly responsible for the safety and well-being of students.  The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.

TRAVEL

May require occasional travel between schools within a district to support students across multiple locations.

WORK SCHEDULE

The work schedule follows the academic calendar, with potential opportunities for additional services during summer programs or extended school year (ESY) sessions.

FLSA STATUS
Exempt

TERMS OF EMPLOYMENT

• Per SEA contract
• A full benefit package as defined by the Saline Area Schools Education Association (SEA) 

SALARY

Per SEA contract

APPLICATION METHOD
EXTERNAL CANDIDATES: All interested and qualified external applicants must complete an application and upload all necessary documents on the TalentEd Website (please visit our HR web page at: https://saline.tedk12.com/hire/index.aspx# to access the SAS Job Openings). All letters of interest, resumes and applications must be received no later than the deadline listed or until the position has been filled.

INTERNAL CANDIDATES: All interested and qualified internal applicants must submit a letter of interest and a current resume via email to Julie Voelker, Executive Director of Special Education, at voelkerj@salineschools.org. All letters of interest, resumes and applications must be received no later than the deadline listed or until filled.

NONDISCRIMINATION AND EQUAL EMPLOYMENT OPPORTUNITY 
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and gender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.

If you have any accessibility concerns regarding the completion of this application, please contact Alli Littlejohn, HR Coordinator, littleja@salineschools.org to set up an appointment for additional support.