Board Certified Behavior Analyst (BCBA)

Board Certified Behavior Analyst

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.

The 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 that is reflective of 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 who understand that equity, inclusion, and social justice are essential to the success of a school community in the 21st Century.

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.
• Possess a 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 the 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 students' 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.
• Demonstrate 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

• Demonstrate regular attendance, punctuality, and dependability in fulfilling all assigned responsibilities.
• Plan and deliver high-quality outcomes to the assigned area of responsibility.
• Effectively utilize district technology resources, computer network systems, and relevant software to support the learning community.
• Communicate effectively and professionally with students, families, colleagues, and administrators through respectful verbal and written communication.
• Prioritize, organize, and manage multiple responsibilities while meeting established deadlines and adapting to changing priorities.
• Engage in continuous professional reflection and self-evaluation to enhance effectiveness, leadership, and professional growth.
• Maintain organized work areas, accurate records, effective routines, and efficient time-management practices that align with district and school expectations and maximize efficiency.
• Maintain a safe, orderly, inclusive, and emotionally supportive working environment.
• Effectively manage and maintain resources, technology, equipment, and materials to support responsible stewardship of district resources.

Physical and mental demands, work hazards work in standard office and school building environments that require mobility, visual and auditory acuity, communication, interpersonal, organizational, and problem-solving skills, adaptability, technology proficiency, physical stamina, and environmental awareness.

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

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

FLSA status exempt.

Terms of employment per the SEA contract.

Salary per SEA contract.