Purpose Statement

The BCBA is responsible for the design and oversight of all aspects of the school’s behavioral support services in order to support the instructional process. The BCBA will provide behavior analysis services, and behavior management. BCBA will provide support to district staff, individuals with disabilities, and their families by coordinating and providing services in Applied Behavior Analysis, function analyses and assessment, behavior acquisition and reduction procedures as well as adaptive life skills. This position requires collaboration across multiple disciplines and therefore requires a team player with the willingness to listen and consider other points of view with an open mind. The BCBA should have the ability to practice diplomacy when difficult situations occur.

This job reports to the Director of Special Education/Principal

Essential Functions

Support a population of students and their families that includes individuals with autism and other developmental disorders, brain injuries, or emotional control issues.
Demonstrate research-based positive behavioral supports and teaching techniques, for professional development/training, and in school-settings.
Addresses and manages student behavior for the purpose of providing a safe and optimal learning environment.
Advise teachers in classroom work for the purpose of providing students with instructional materials that address individualized behavior plans within established lesson plans.
Collaborates with instructional staff, other school personnel, parents and a variety of outside community agencies for the purpose of improving the overall quality of student behavior outcomes, achieving established classroom objectives in support of the school improvement plan.
Assist in the development and implementation of assessment tools, to conduct functional assessments and analyses when appropriate, and to develop appropriate behavior strategies to teach appropriate behavior and reduce maladaptive behaviors.
Advises parents and/or legal guardians of student behavior progress for the purpose of communicating expectations; student's achievements; developing methods for improvement and/or reinforcing classroom goals in the home environment.
Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code and school policies.
Coaches paraprofessionals and/or student teachers for the purpose of providing an effective classroom program and addressing the behavior needs of individual students.
Counsels students for the purpose of improving behavior performance, health status, problem solving techniques and a variety of personal issues.
Counsels students' progress for the purpose of identifying issues and taking appropriate action for increasing student success.
Directs assistant teachers, student teachers, instructional assistants, volunteers and/or student workers for the purpose of providing an effective classroom program and addressing the behavior needs of individual students.
Model, consult, and recommend with teachers for the purpose of effective instruction/behavioral classroom/student modifications and direct interventions.
Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions.
Monitors students in a variety of educational environments (e.g. classroom, playground, field trips, nap times, etc.) for the purpose of providing a safe and positive learning environment.
Demonstrates substantial skills in restraint and de-escalation, therapy plans for the purpose of both student instruction and providing professional development to staff.
Possess skills necessary to build rapport with student and families from diverse cultural, social and economic for the purpose of increasing student success.
Provide ongoing support and training to direct support professionals and other individuals in support roles for families.
Conducts assessments and develops plans that conform to IDEA, Washington Administrative Codes and other applicable statutes and regulations.
Assesses student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents and administration.
Supervise and support staff on various protocols and treatment techniques using verbal and written explanation, modeling, guided practice, and review of independent performance.
Meet with families, teachers and/or case managers to discuss students’ treatment and progress.
Create an ongoing data collection system to establish baseline and programmatic efficacy for all clients, and to analyze data on a frequent and ongoing basis to guide programming.
Develop behavior plans/treatment plans, as needed, with a focus on teaching and other antecedent strategies for reducing problematic behavior(s).
Maintain confidentiality and adhere to FERPA/HIPPA laws.
Effective time management skills and ability to manage multiple tasks at one time.
Other duties as assigned by the Principal or Special Education Director.

Experience:

Experience training staff, teachers and/or adults in behavioral principles and procedures.
Experience working as a behavior or autism specialist or related field

Certificates & Licenses

Hold a current Board-Certified Behavior Analyst, Licensed Behavior Analyst or Licensed Applied Behavior Analyst certificate.
Educational Staff Associate Certificate preferred

BILINGUAL PREFERRED but not required

Continuing Education/Training/Clearances

Annual Training and Inservice (SafetyCare)
Maintenance of a valid certificate as required for the job
Criminal Justice Fingerprint/Background Clearance