Board Certified Behavioral Analyst

Job Title

The Reading Public Schools is looking for qualified candidates for a 1.0 FTE BCBA.

This is a benefits eligible position. The BCBA will function as a support to the Early Childhood through Post Grad consulting with teachers of students with Autism Spectrum Disorders and students with behavioral needs. The BCBA will serve as the point person for teams and administrators seeking additional support with strategies and interventions designed to support the needs of identified students.

The BCBA will work collaboratively with teachers to provide support and coaching as well as implementation of Behavioral Support Plans. The BCBA will support teachers to modify materials and instruction, interpretation of IEPs and 504 plans and support of student integration. They will collect and analyze assessment data, develop intervention strategies, plan, facilitate and/or participate in Professional Learning Committees, Faculty Meetings, and Professional Development for teachers and paraprofessionals.

The BCBA will provide consultation for families and coordinate home services. Along with other BCBAs/other district staff, the BCBA will be trained as a Safety Care trainer and will provide district Safety Care trainings to Administration, teachers and para educators. Responsibilities extend beyond the regular school day/school year.

• Provide consultation to teachers and support staff as needed, both in and out of district
• Coordinate, plan and update programs for implementation by behavior technicians for all Home Services for the District, and provides supervision for Home Program services
• Complete Home Assessments for identified students
• Conduct Functional Behavioral Assessments, write FBA reports and analyze findings, write Behavioral Support Plan's based on Functional Behavioral Assessment
• Train and model for teacher teams the implementation of Behavioral Support Plans.
• Collect Baseline Data on problem behaviors, graph behavior data, review behavior data with student's classroom teacher 1-4 times a month (gradual release dependent on staff performance and problem behavior), and adjust Behavioral Support Plan as necessary.
• Observe staff implementing Behavioral Support Plan and provide feedback and training as needed 1
  -2 times a month
• Attend IEP and 504 meetings for assigned students with behavioral needs, some of whom may already have Behavioral Support Plans, and on Behavioral Safety Plans.
• Consult with parents as needed for behavioral issues across home and/or school settings.
• Collaborate with physicians and outside agencies as needed on a case by case basis
• Provide Professional Development as needed on classroom management and behavioral strategies and techniques.
• Attend faculty meetings at the school where housed as well as district special education meetings.
• Provide Safety Care training to district staff (initial or re-training as a Safety Care Trainer is provided through the district)

Exercises no supervision.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. The Superintendent may waive or modify the qualification requirements.

Required Knowledge, Skills & Abilities:

• Ability to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations
• Ability to write reports, business correspondence, and procedure manuals
• Ability to use reasoning ability to evaluate multiple sources of information and determine/recommend an appropriate course of action.
• Ability to define problems, collect data, establish facts and draw valid conclusions
• Ability to apply knowledge of current research and theory in the educational field
• Ability to use professional literature, evidence-based research, and continuing education content to make practical, evidence-based decisions.
• Ability to communicate clearly and concisely in oral and written form to all team members and staff in district and outside of district (if necessary).
• Ability to effectively present information and respond to questions from groups including staff, parents and the general public
• Ability to establish and maintain effective working relationships with district level administrators, principals, staff and community members
• Ability to work independently, prioritize tasks and manage several projects simultaneously
• Ability to perform duties with awareness of all district requirements and Board of Education policies
• Understand confidentiality requirements regarding student records
• Ability/willingness to plan, coordinate, conduct and participate in ongoing professional and staff development
• Ability to operate a computer and related software including but not limited to Microsoft Office Suite

Master's degree; experience working directly with students, providing consultation within a…