BOARD CERTIFIED BEHAVIOR ANALYST

Job Summary

The District reserves the right to close the recruitment process at any time, without prior notice, based on District needs and the applicant pool, regardless of the posted application period. While the position may be advertised for up to 15 days, the posting may be closed earlier if a sufficient number of qualified applications are received or if hiring needs change.


Job Description / Essential Elements:

Lynwood USD

Board Certified Behavior Analyst

CLASS CODE

LYN147

SALARY

$48.87 - $59.38 Hourly

$8,471.00 - $10,292.00 Monthly

$101,652.00 - $123,504.00 Annually

ESTABLISHED DATE

January 27, 2020

REVISION DATE

April 17, 2023

Basic Function

The job of Board Certified Behavior Analyst is done for the purpose/s of conducting functional behavior assessments and plans, and providing consultative and direct instructional and behavioral support services to students in the District, particularly those with difficulties conforming to acceptable behavior patterns; participating in the development and implementation of programs, policies, and practices relative to the management of students' problematic behaviors, including children with Autistic Spectrum Disorder (ASD) and Emotional Disturbance (ED); consulting with and training instructional team members regarding pro active, educational, programming, and behavioral support; developing and implementing comprehensive treatment plans; Collaborating with team members, related service providers, families, and other agencies as appropriate; and providing ongoing training and direct supervision to team members.

This job reports to DESIGNATED ADMINISTRATOR.

Representative Duties

Essential Functions

Assists in the development and implementation of effective programs for children with autism and serious disturbances of behavior for the purpose of providing interventions and/or delivering services in compliance with established guidelines.

Conducts structured periodic service reviews for the purpose of monitoring the effectiveness of treatment programs and their implementation; and modify and document plan changes as needed.

Consults with school staff(s) and parents/guardians on matters related to behavior for the purpose of providing requested information, gathering information, developing plans for services, and making recommendations.

Develops and/or monitor District procedures to assure compliance with governmental regulations, codes, restrictions, and reporting requirements concerning behavioral interventions and emergencies for the purpose of enhancing programs for students and ensuring that program operations are in compliance with established guidelines.

Ensures the implementation of treatment plans and observations as well as use of professional knowledge and independent judgment to strategies continuous improvements and for the purpose of ensuring that plans and programs are in compliance with contract requirements; satisfy all relevant insurance certification; and meet or exceed professional standards.

Establishes and maintains data measurement, collection, and analysis systems for clients receiving behavioral interventions for the purpose of preparing and completing reports as required and maintaining appropriate documentation.

Maintains a variety of confidential and non-confidential manual and electronic files and records; and maintain highly organized, consistent, thorough, and systematic recordkeeping practices for the purpose of providing required information and/or documentation.

Participates in the development of and in ongoing relationships with other agencies serving students with disabilities (e.g. Regional Center, Non-Public Schools, etc.) for the purpose of enhancing the relationship with the district and community and ensuring support for families and students.

Participates in the Individualized Education Program (IEP) process as a member of the IEP team for the purpose of presenting oral and written information and/or gathering information.

Participates in professional growth activities such as conferences, classes, team meetings, and program visitations for the purpose of conveying and/or gathering information required to perform functions and remaining knowledgeable with program guidelines.

Processes referrals and respond to referrals of students for behavior intervention services for the purpose of ensuring that student needs are met and to ensure access to programs and services as needed by the student and complying with mandated requirements.

Promotes positive public relations, facilitates interagency collaboration, and advocates for the establishment and maintenance of comprehensive services. for the purpose of maintaining public relations and fostering a public understanding of the various programs.

Provides training and supervision of instructional aides through observations, meetings, performance coaching and other methods. for the purpose of developing skills and enhancing employees performance.

Seeks creative options and develops strategies for the stability of quality services when clients experience transitions. for the purpose of ensuring the continuity and consistency of treatment and support services across settings for the lifespan of the client; and.

Uses appropriate assessment instruments and data to develop and implement teaching programs that reflect behavioral and other outcomes and objectives identified in the Individual Family Support Plan (IFSP). for the purpose of ensuring student success and compliance with established guidelines.

Works with special education staff in developing data collection systems, monitoring data collection and analyzing data for the purpose of ensuring the effectiveness of interventions and instructional strategies.

Marginal Functions

Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Initial/Minimum Qualifications

EDUCATION AND EXPERIENCE:

1. A Master's degree degree in a job-related field.
2. Certification by the Behavior Analyst Certification Board OR significant current progress toward meeting certification requirements with completion date of no later than six (6) months from hiring date.
3. Three (3) years of experience in a job-related field.
4. Any other combination of education, training, and experience, which demonstrates that the applicant is likely to possess the required skills, knowledge, or abilities, may be considered.

LICENSES AND OTHER REQUIREMENTS:

1. Valid California Class C Driver's License.

Knowledge, Skills, Abilities and Working Conditions

SKILLS are required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including using pertinent software applications; preparing and maintaining accurate records; public speaking, designing presentations, and trainings for small and large groups of school professionals; compose clear, complete, and concise correspondence and reports; correct grammar, syntax, punctuation, and spelling; effective consultation skills; group leadership skills necessary to work effectively with students, parents, teachers, and administrators; and skill in communicating assessment results both orally and in writing.

KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: special education laws and procedures; best practices and laws governing students with disabilities; current knowledge of program rules, regulations, requirements, and restrictions; district and state curriculum; early childhood and autism assessment tools and procedures; thorough knowledge of child development; developing positive behavior support plans and programs; teaching social interaction and play skills; data-gathering methodology; effective personal and academic counseling techniques and procedures; counseling theory, ethics, and associated legal confidentiality requirements; behavior modification techniques and strategies; correct English usage, spelling, grammar and punctuation; high level of organization daily, weekly, and monthly record keeping and for file maintenance.

ABILITY is required to schedule a number of activities, meetings, and/or events; often gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using defined methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: maintaining confidentiality; meeting deadlines and schedules; working with detailed information/data; working with frequent interruptions; communicating with persons of diverse backgrounds; displaying tact and courtesy; organizing tasks; setting priorities; working as part of a team; making referrals to other community resources, support groups, and social service agencies as appropriate; problem-solving and assisting in decision-making; understanding and implementing complex oral and written directions; providing direction to others; and making independent judgments.

Responsibility

Responsibilities include: working independently under broad organizational guidelines to achieve unit objectives; directing other persons within a department, large work unit, and/or across several small work units; directing the use of budgeted funds within a work unit. Utilization of resources from other work units is often required to perform the job's functions. There is some opportunity to significantly impact the organization's services.

Work Environment

The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 60% sitting, 20% walking, and 20% standing. The job is performed in a generally hazard free environment.

Other Requirements

Required Testing

Pre-Employment Job-Related Proficiency Test

Certificates and Licenses

Certification by the Behavior Analyst Certification Board

Continuing Educ. / Training

Maintenance Certificates and/or Licenses

Mandated Reporter Training

Clearances

Criminal Background Check

Pre-Employment Fingerprinting and TB Testing

FLSA Status

Exempt

Requirements / Qualifications

Comments and Other Information

DOCUMENT SUBMISSION OPTIONS BELOW:
Unofficial documents/ transcripts will be accepted for initial consideration. If a job offer is extended and accepted, official documents/transcripts will be required upon offer of employment, if it is not submitted. For more information on required documents, please refer to the "Initial Qualifications" section.


OPTION 1: Upload and attach all required documentation(s)/certification(s) in its ORIGINAL form to your application upon submission by the closing date.


- OR -


OPTION 2: Submit all required documentation(s)/certification(s) in its ORIGINAL form, IN-PERSON, to the Human Resources, Classified Personnel department at 11321 Bullis Road, Lynwood, CA prior to or by the application closing date. (Copies will be made).