Board Certified Behavior Analyst (BCBA)

Board Certified Behavior Analyst (BCBA)

Board Certified Behavior Analyst (BCBA) Instructional Support Team Position Requirements: Completed requirements for a Master's Degree in psychology or educational psychology from a regionally accredited college or university. Holds or is eligible for an Illinois Professional Education License, BCBA Certification preferred Demonstrates excellent verbal and written communication skills. Experience with collaborative groups and processes in a student-centered environment. Other qualifications of academic, professional, and personal excellence as the Board may specify.

Job Title: Board Certified Behavior Analyst, No PEL Term/FTE: 1.0 FTE, 180 Days

Department: Special Education Worksite: CASE

Reports To: Assistant Director of Special Education Job Status: IMRF

Position Summary: The Board-Certified Behavior Analyst (BCBA) provides behavior analysis services and behavior management plans for both students who receive special education and students who are receiving supports through the Multi-Tiered System of Supports (MTSS).

Position Requirements: With appropriate accommodations and/or modifications, employees in this position must have the ability to:

• Conduct Functional Behavior Assessments for students who have behavior concerns and are receiving supports through MTSS tier 2 or 3, or special education services.
• Create and adjust plans for students who require specific behavior interventions.
• Participate in building level MTSS or IEP student meetings.
• Plan and oversee the work and professional development of district's positive behavior support initiative.
• Collaborate with building and district leadership to develop and modify BCBA programming as needed.
• Direct work with students who present complex and challenging behaviors (case by case basis).
• Provide professional development for certified and non-certified staff in service delivery, data collection, and general information regarding behavior analysis.
• Participate in required and other job-related professional development activities to improve or maintain certification/skills.

The above statements are intended to describe the general nature and level of work being performed by staff assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. All personnel may be required to perform duties outside of their normal responsibilities.

Certification, Licensure, Training: BCBA Licensure

Essential Duties:

• Meets and instructs assigned classes in the locations and at the time designated.
• Develops and maintains a classroom environment conducive to effective learning within the limits of the resources provided by the district.
• Prepares for classes assigned and shows written evidence of preparation upon request of immediate supervisor.
• Encourages students to set and maintain standards of classroom behavior, commensurate with student potential.
• Employs a variety of instructional techniques and instructional media, consistent with the physical limitation of the location provided and the needs and capabilities of the individuals or student groups involved.
• Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives.
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Evaluates student progress on a regular basis.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.
• Assists in upholding and enforcing school rules, administrative regulations, and Board policy.
• Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
• Attends and participates in faculty meetings, meetings of the special education staff and CASE meetings.
• Cooperates with other members of the staff in planning instructional goals, objectives, and methods.
• Assists in the selection of books, equipment, and other instructional materials.
• Accepts a share of responsibility for co-curricular activities as assigned.
• Attends all staffings regarding assigned and referred students.
• Provides an individual program to meet the social/emotional needs of students.
• Attends all parent group meetings.
• Provides for his/her own professional growth through an ongoing program of reading, workshops, seminars, conferences, and/or advances coursework at institutions of higher learning.
• Adheres to a professional code of ethics.
• Maintains appropriate relations and recognizes roles of school psychologist, tutors, social workers, Director of Special Education, and other specialists.
• Uses sound psychological principles concerning the growth and development of children.
• Acquaints himself/herself with available district and community resources.
• Helps students to know and to apply in their daily lives the democratic principles rooted in our historical development.
• Aids in supervising student teachers.
• Develops an Individualized Education Program for each child enrolled.

Physical Demands: While performing the duties of this job, the employee is regularly required to … sit for extended periods of time. Ability and proper licensure to drive to and from work sites. Enter data into a computer, operate standard office equipment, telephone, and student technology. See and hear a computer screen and printed matter with or without visual aids. Hear and understand speech at normal levels and on the telephone. Speak so that others may understand at normal levels on the telephone. Stand, walk, bend over, reach overhead, grasp, push, pull, and move lift and/or carry up to 25-50 pounds waist height. Physically manage students, if necessary. Participate in Nonviolent Crisis Intervention methods, if appropriate. Work in environments where privacy is limited and noise levels vary.

The above statements are intended to describe the general nature and level of work being performed by staff assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. All personnel may be required to perform duties outside of their normal responsibilities.

Employee Performance Evaluation: Performance of this job will be evaluated annually in accordance with provisions of the Board's policy on Evaluation of Professional Personnel.

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive listing of the duties performed in this position. The individuals currently holding this position perform additional duties and additional duties may be assigned.

Cooperative Association for Special Education (CASE) is an Equal Opportunity Employer. It is the policy and practice of CASE to decide all matters relating to employment solely on the basis of the applicant's ability to perform the essential functions of the position. CASE ensures equal employment opportunities regardless of race, creed, sex, color, national origin, religion, age, or handicap. CASE has a policy of active recruitment of qualified minority teachers and non-certificated employees. Any individual needing assistance in making application for this opening should contact the office of the Executive Director.

Revised: 3/2024 2