Board Certified Behavior Analyst

Job Title

Under general supervision, this position supports educators with students who experience a significant impact to their education due to behavior and social skills deficits. This may include organizing and or providing professional development for team members and modeling instruction and techniques for educators. In this role, the BCBA collaborates with teachers and other specialists to develop and implement appropriate strategies to address student behavior and may provide direct support to students in order to meet positive behavior outcomes.

All support comes from a relationship based perspective, and that applies to the relationship between the BCBA and teacher team, the relationship between the teaching team and child, and the relationship between the BCBA /teaching team and caregivers.

• Support teaching teams in implementation of Tier 1 & Tier 2 strategies and provide support around these strategies through coaching, instruction, and modeling.
• Support teachers by collecting and analyzing information to determine the meaning of the child's behavior, possible triggers, and replacement skills needed.
• Support teachers and/or teaching teams in brainstorming solutions to challenging behaviors as they arise.
• Teach, model and support teaching team members on strategies to use for a child using challenging behaviors.
• Facilitate and lead discussions with teaching teams around challenging behavior.
• Demonstrate responsiveness in supporting teachers' instructional needs by being aware of teachers' resource needs. Willingly seek out and provide, or make teachers aware of, available and appropriate learning resources and consult with teachers regarding appropriate use of resources.
• In partnership with classroom teacher(s), facilitate discussions with caregivers around their child's behaviors.
• Facilitate and lead problem solving discussions with administrators, teachers, Instructional Coaches, and other team members. Apply expertise in behavioral interventions to these conversations.
• Share information regarding informal or formal observations and any data collected around a specific child and their incidences of identified challenging behaviors to behavior teams and district level personnel, in order to inform planning and future needs.
• If at any point a BCBA suspects a child might have a developmental delay or disability, a referral should be made to Special Education/Early Childhood Special Education.
• Actively engage in professional in-service and ongoing training to further develop specialized skills.
• Effectively monitor and follow up on any intended actions and/or outcomes.
• Provide support and training to instructional assistants.
• Consistently display unconditional positive regard with individuals from a wide variety of backgrounds.
• Consistently display flexibility in the nature and location of services provided.
• Comply with applicable District, state, local and federal laws, rules and regulations.
• Adhere to all Oregon Administrative Rules related to licensed educators.
• Attend work regularly.
• Knowledge of regulations associated with IDEA, FAPE, procedural safeguards, IFSP, IEP or 504 plans.
• Other related duties, as assigned.

• Bachelor's Degree
• Valid TSPC license or ability to obtain by position start date
• 3 years experience working in public schools, preferred

• Master's degree in one or more of the following:
  Elementary Education and/or Special Education, School Psychology, School Counseling, Social Work; or, hold certification as a Board Certification Behavior Analyst
• Excellent interpersonal skills, excellent oral and written communication skills
• Positive, proactive problem solver, team player
• Experience working with students with behavioral and/or social-emotional skill deficits

Employment for this position is contingent on clearance of the following:

• Pre-Employment Drug Screen
• Background Investigation

The district prohibits discrimination and harassment on any basis protected by law, including but not limited to, an individual's perceived or actual race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, marital status, age, mental or physical disability, pregnancy, familial status, economic status, or veterans' status, or because of the perceived or actual race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, marital status, age, mental or physical disability, pregnancy, familial status, economic status, or veterans' status of any other persons with whom the individual associates.