Board Certified Behavior Analyst (BCBA)

You Are:

A kind, communicative, social justice leader that seeks an operations position, with a strong belief that you will work to keep the E.L. Haynes community is safe as our students prepare to thrive in college, career, and life. You want to support students in order to create a more just and equitable world. You have a growth mindset, want to develop the perspective, agency, and urgency to make a positive impact in the world around you, and take actions that promote justice and equity in your community.

POSITION OVERVIEW:
E.L. Haynes Public Charter School is looking for a dynamic, committed, and flexible school-based behavior analyst to perform behavioral analysis and intervention support for general education students and students receiving specialized education services in grades PreK3 through 12. The Haynes school-based behavior analyst will work closely with school mental health practitioners, school-based student support teams, school leaders, and teachers across all campuses to execute a tiered approach to behavior support at the school level. This position is full-time and reports to the Managing Director of Student Support Services.

The Board Certified Behavior Analyst (BCBA) provides behavior analysis services and helps develop behavior management plans for both students who receive special education and students who are receiving support through Multi-tiered System of Supports (Tiers 2 and 3). The BCBA will also support professional development and training.

Starting Salary: $79,639 - $94,576

KEY RESPONSIBILITIES:
BEHAVIOR ANALYSIS- 30%

• Complete comprehensive functional behavioral assessments and behavior plans for general education and special education students.
• Review and update behavior intervention plans and assessments accordingly in a timely manner using data analysis. Schedule review meetings with parents and school staff.

COLLABORATIVE TEAMING - 40%

• Demonstrates positive, collaborative problem-solving orientation with students, parents and guardians, educators, administrators, community members, and colleagues.
• Implement student behavior plans by modeling interventions, creating data tracking systems, and developing tools to collect progress-monitoring data for school staff.
• Serves in a consultative role with school teams to offer prevention and intervention strategies for students in the behavior RTI process; and provides consultation on an ongoing basis to teachers, parents, and other school personnel to resolve students’ learning and behavioral problems.
• Train school staff in creating and executing evidence-based behavior interventions for students, use of data collection tools, behavior analysis techniques, and how to monitor fidelity.
• Participates in multi-disciplinary team meetings at schools to provide guidance on IEP goals and supports and student LRE placement.

SCHOOL AND COMMUNITY SUPPORT- 30%

• Serve as a full-time and engaged member of the E.L. Haynes team.
• Believes deeply in the mission and values of E.L. Haynes
• Holds high expectations for each student.
• Exhibits positive rapport with students.
• Establishes and maintains strong communication lines with all stakeholders: school administrators, teachers, parents, and other staff.
• Must be self-motivated, a team player, and exercise patience/professionalism.
• Conduct functional behavior assessments.
• Supervise ABA Technicians implementing ABA based treatment plans.
• Provide model teaching and other direct instructional supports including, but not limited to, practicum supervision/teaching, class instruction and in-service instruction to other support professionals.
• Assist in the development and implementation of assessment tools, to conduct functional assessments and analyses when appropriate, and to develop appropriate behavior strategies to teach appropriate behavior and reduce maladaptive behaviors.
• Ongoing training and supervision of paraprofessional staff in implementation of ABA principles and methodology and behavior reduction strategies.
• Perform other duties as assigned.
• Work collaboratively with building and district staff to promote positive student behavior by providing professional development that targets research, strategies, and modeling of instructional practices to support staff in their implementation of positive support and Whole Child Model.
• Demonstrate expertise in the area of data collection and behavior analysis.
• Assists case managers, psychologists, and social workers in writing of comprehensive functional behavior assessments and behavior intervention plans and instructional methodologies for staff.
• Demonstrate behavior management ideas and/or techniques.
• Provide training in the use of data collection, positive behavior supports, intervention techniques and instructional methodologies for staff.
• Develop materials and provide resources for and provide professional development to administrators, educators, paraprofessionals and parents/guardians.
• Attend IEP, eligibility, or other meetings as necessary and provide related behavioral information.
• Work with students who exhibit maladaptive/unexpected behaviors and provide support and professional learning for staff who work with such students.
• Travel to school sites as required for observations, functional behavioral assessments, behavior intervention plans, or programmatic recommendations for individual students.
• Conducts functional behavior assessments and educational assessments, accurately identifying the function of challenging behavior and socially valid, pivotal behaviors to target.
• Develops treatment plans that recommend individualized, evidence-based behavioral strategies in a format accessible to staff, family members, other professionals.
• Develops strong collaborative relationships and trains school staff to implement effective techniques across all environments, promoting progress and generalization.
• Provides ongoing training of school staff, ensuring treatment integrity and supporting the professional growth of staff.
• Monitors progress and evaluates treatment effectiveness regularly, maintaining high rates of progress.
• Identifies behavior goals and intervention techniques utilizing non-aversive behavior change methods.
• Selects intervention and strategies according to the needs and desires and abilities of the individual, and prepares written behavior interventions and strategies, and support plans.
• Completes reports and other paperwork within the established timeframes.
• Participate in building and district-level meetings as appropriate.

• Respond to student/staff/parent concerns and work collaboratively to ensure needs are met equitably.

• Assist in other areas as needed.
• Complete other duties as assigned.