Chicopee Public Schools
Board Certified Behavior Analyst
Chicopee Public Schools, Chicopee, Massachusetts, us, 01021
TITLE:
BOARD CERTIFIED BEHAVIOR ANALYST (BCBA)TYPE:
Unit A Collective Bargaining AgreementSALARY:
Per Unit A Collective Bargaining AgreementREPORTS TO:
Director of Special Education
ESSENTIAL DUTIES AND RESPONSIBILITIES
Designs, develops, and implements behavioral intervention plans.
Participates in behavior teams providing support and management for the implementation of behavior plans.
Maintains appropriate records, assists and provides guidance for teachers and other staff in the implementation of behavioral interventions.
Develops programs for students that require discrete trial teaching, ABA programming, and assessment-related interventions utilizing the ABLLS/VB-MAPP.
Builds program capacity throughout the district as required.
Provides coaching and professional development to staff on behavior interventions and supports.
Participates in IEP meetings on an as-needed basis.
Confers with general education classroom teachers, along with special education teachers and school staff regarding students with behavioral challenges.
Participates in the referral and/or re-evaluation process for selected students when a diagnosis of ASD is being considered for school-determined eligibility.
Provides consultation and support to all Autism Programs (district program serving students with ASD).
Supports staff on skill development for individual student's collection and using data to drive instruction and programming for individual students.
Works cooperatively with special education administrators, school psychologists, social workers, and special education teachers in developing FBA/BIP procedures and paperwork.
Assists with maintaining student data and assists special education teachers in preparing pertinent reports including data collection and analyzing graphs to assess efficacy of strategies.
Completes and reports on the findings of Functional Behavioral Assessments.
Administration
Assists in the communication and enforcement of federal and state laws and regulations, as well as district policies and procedures.
Works cooperatively with school administration, staff, and special education.
Carries out other responsibilities as designated by the Director and/or Coordinator of Special Education.
Reports directly to the Special Education Director and/or Coordinator.
School/Community Relations
Respects students, parents, guardians, and community.
Assists parents with questions and concerns.
Maintains professional relationships with students, parents, and guardians.
Respects and embraces students of diverse backgrounds and experiences.
Operations
Assists in the protection of students and property.
Assists Principal or Vice Principal in fire and other emergency drills.
Professional
Maintains a high level of personal integrity, confidentiality, and a strong work ethic.
Participates in district professional development.
Assists with developing and providing staff training, modeling, consultation, and preparation for working effectively with students with a diagnosis of autism or autism spectrum disorder as well as those students with other behavioral disorders.
Develops and co-facilitates monthly professional development for the Autism teacher training series.
Develops and facilitates professional development for Autism teachers as needed.
Meets weekly with the Special Education Coordinator for the Autism Program.
REQUIRED MINIMUM QUALIFICATIONS
Master's Degree preferred from an accredited college or university.
At least 3 years of relevant experience preferred.
Must be trained, or willing to be trained, in the de-escalation and physical restraint techniques utilized by the District.
Citizenship, residency, or work visa required.
*This job requires traveling between school buildings within the City.*
ADA and Minimum Qualifications to Perform Essential Job Functions
Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, adding machines, etc. Must be able to exert up to 50 pounds of force occasionally, and/or up to 30 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects, and/or to lift, carry, push, and pull or otherwise move objects, including the human body. Must be able to stand, crouch, and bend over for a long period of time at intervals throughout the day.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics of data, people or things.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read a variety of correspondence, reports, forms, newsletters, schedules, manuals, invoices, requisitions, menus, recipes, journals, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, procedures, charts, surveys, articles, bid specifications, brochures, news releases, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control, and confidence.
Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical, legal, accounting, and marketing terminology.
Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra and geometry.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
Interpersonal: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
Physical Communication: Requires the ability to talk and hear. Must be able to communicate via telephone or radio.
The Chicopee Public Schools does not discriminate on the basis of race, color, gender, gender identity, religion, national origin, sexual orientation, age or disability in admission to, access to, employment in or treatment in its programs and activities.
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BOARD CERTIFIED BEHAVIOR ANALYST (BCBA)TYPE:
Unit A Collective Bargaining AgreementSALARY:
Per Unit A Collective Bargaining AgreementREPORTS TO:
Director of Special Education
ESSENTIAL DUTIES AND RESPONSIBILITIES
Designs, develops, and implements behavioral intervention plans.
Participates in behavior teams providing support and management for the implementation of behavior plans.
Maintains appropriate records, assists and provides guidance for teachers and other staff in the implementation of behavioral interventions.
Develops programs for students that require discrete trial teaching, ABA programming, and assessment-related interventions utilizing the ABLLS/VB-MAPP.
Builds program capacity throughout the district as required.
Provides coaching and professional development to staff on behavior interventions and supports.
Participates in IEP meetings on an as-needed basis.
Confers with general education classroom teachers, along with special education teachers and school staff regarding students with behavioral challenges.
Participates in the referral and/or re-evaluation process for selected students when a diagnosis of ASD is being considered for school-determined eligibility.
Provides consultation and support to all Autism Programs (district program serving students with ASD).
Supports staff on skill development for individual student's collection and using data to drive instruction and programming for individual students.
Works cooperatively with special education administrators, school psychologists, social workers, and special education teachers in developing FBA/BIP procedures and paperwork.
Assists with maintaining student data and assists special education teachers in preparing pertinent reports including data collection and analyzing graphs to assess efficacy of strategies.
Completes and reports on the findings of Functional Behavioral Assessments.
Administration
Assists in the communication and enforcement of federal and state laws and regulations, as well as district policies and procedures.
Works cooperatively with school administration, staff, and special education.
Carries out other responsibilities as designated by the Director and/or Coordinator of Special Education.
Reports directly to the Special Education Director and/or Coordinator.
School/Community Relations
Respects students, parents, guardians, and community.
Assists parents with questions and concerns.
Maintains professional relationships with students, parents, and guardians.
Respects and embraces students of diverse backgrounds and experiences.
Operations
Assists in the protection of students and property.
Assists Principal or Vice Principal in fire and other emergency drills.
Professional
Maintains a high level of personal integrity, confidentiality, and a strong work ethic.
Participates in district professional development.
Assists with developing and providing staff training, modeling, consultation, and preparation for working effectively with students with a diagnosis of autism or autism spectrum disorder as well as those students with other behavioral disorders.
Develops and co-facilitates monthly professional development for the Autism teacher training series.
Develops and facilitates professional development for Autism teachers as needed.
Meets weekly with the Special Education Coordinator for the Autism Program.
REQUIRED MINIMUM QUALIFICATIONS
Master's Degree preferred from an accredited college or university.
At least 3 years of relevant experience preferred.
Must be trained, or willing to be trained, in the de-escalation and physical restraint techniques utilized by the District.
Citizenship, residency, or work visa required.
*This job requires traveling between school buildings within the City.*
ADA and Minimum Qualifications to Perform Essential Job Functions
Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, adding machines, etc. Must be able to exert up to 50 pounds of force occasionally, and/or up to 30 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects, and/or to lift, carry, push, and pull or otherwise move objects, including the human body. Must be able to stand, crouch, and bend over for a long period of time at intervals throughout the day.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics of data, people or things.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read a variety of correspondence, reports, forms, newsletters, schedules, manuals, invoices, requisitions, menus, recipes, journals, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, procedures, charts, surveys, articles, bid specifications, brochures, news releases, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control, and confidence.
Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical, legal, accounting, and marketing terminology.
Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra and geometry.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
Interpersonal: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
Physical Communication: Requires the ability to talk and hear. Must be able to communicate via telephone or radio.
The Chicopee Public Schools does not discriminate on the basis of race, color, gender, gender identity, religion, national origin, sexual orientation, age or disability in admission to, access to, employment in or treatment in its programs and activities.
#J-18808-Ljbffr