BCBA with PEL license

Title: Board Certified Behavior Analyst (BCBA) Reports To: Program Coordinator Job Goal: The BCBA will serve as a member of the SIIS team leading behavioral strategies for students in designated programs. A BCBA will oversee programming and provide ongoing support and supervision to the educational team as it relates to the implementation and documentation associated with Behavior Support Plans. Qualifications Professional Educator License with LBSI, School Psych, Social Worker endorsement issued by the Illinois State Board of Education. Certified as a BCBA Successful completion of internship and/or formal training in the analysis of behavior and instructional strategies training related to working with clients who have pervasive developmental disorders and related disorders. Ability to demonstrate competence in behavior management skill, instructional skills, oral and written communication, organizational skills and interpersonal relations Ability to work with a variety of clients in regard to age, functionality, and with minimal direction Current on all required trainings/certifications Duties and Responsibilities Perform other duties as assigned and nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time. Provide in-service training to staff on behavior management, instructional strategies, and crisis intervention techniques as needed. Participate constructively in staffings, meetings, and consultations with school personnel regarding students' needs. Support staff with technical assistance regarding students demonstrating behavioral, adjustment, and socialization difficulties. Maintain collegial and supportive relationships with colleagues, administrators, and community agencies. Provide oversight of RBTs as needed Collaborate on the creation, implementation, and revision of Functional Behavioral Assessments and behavioral intervention plans (BIPs) Develop and implement individualized behavior and instructional intervention plans. Monitor progress of intervention plans and strategies through data collection and analysis. Respond to crises using physical intervention management strategies, as necessary. Collaborate with parents to develop and implement instructional programs and behavior plans in the home. Provide consultation and education to parents regarding their child's social, emotional, and educational needs. Facilitate parent information and support groups to enhance understanding and involvement in their child's growth and development Prepare and deliver group guidance and social skills activities related to self-awareness, social awareness, and coping with disabilities. Evaluate students' strengths and weaknesses through formal and informal assessments and suggest appropriate interventions. Assist in the formulation of annual goals and objectives addressing students' social, emotional, and behavioral needs. Engage in continuous professional growth through conferences, professional organizations, and staying informed on current practices in behavior analysis and special education. Disseminate and model best practices in behavior management and instructional strategies to staff. Develop materials, handouts, and binders for training sessions and presentations. Maintain practices compliant with IDEA 2004 and other relevant legal requirements. Ensure confidentiality and professional conduct in all interactions and documentation. Collaborate with administrators and supervisors to maintain adherence to ethical standards and provide oversight of cases. Prepare written reports, behavior plans, crisis intervention plans, and other relevant documentation. Maintain accurate and organized data records for individual student progress and intervention effectiveness. Document and report outcomes of group and individual interventions as required. Provide timely and effective crisis intervention for students, staff, and groups. Train and support teams in implementing physical management strategies and other de‑escalation techniques. Serve as a liaison between the school, home, and community to enhance support systems for students. Refer students and families to community resources and services that can assist in meeting their needs. Physical Requirements Regularly required to sit, stand, walk, talk, hear, operate a computer and other office equipment, reach with hands and arms, and must occasionally lift, move and/or support up to 50 pounds (and/or up to adult size body weight with two‑to‑three person lift). Position can require some degree of physical interaction with students who have difficulty controlling physical behavior. Terms of Employment 195 day work year at compensation set by the SASED Board of Directors. Evaluation Performance will be evaluated in accordance with the SASED Board of Directors policy on the evaluation of licensed staff. #J-18808-Ljbffr SASED