Behavior Analyst

Position Type:
Student Support Services/Behavior Analyst

Date Posted:
7/19/2024

Location:
District

Date Available:
08/28/2024

Closing Date:
Until Filled
The Winnetka Public Schools District 36 has an opening for a Behavior Analyst for the 2024-2025 School Year effective August 28, 2024.

Job Title: Behavior Analyst

Position Guide: Certified

FTE: 1.0 FTE

Characteristics: 182 day school year contract

Location: The Winnetka Public Schools District #36

Supervisor: Principal/Director of Student Services, Equity and Inclusion

EVALUATION: Evaluated annually by the Assistant Superintendent of Student Services, Equity & Inclusion and/or the Director of Student Services, Equity & Inclusion
RESPONSIBILITIES/DUTIES

Essential Duties

The Behavior Analyst will provide direct and consultative services to students, staff, and families regarding behavior management, effective education, and assessment of behavioral and educational needs of students with and without disabilities. Implement and/or oversee the implementation of procedures for developing behavior assessments and intervention plans.

Primary Responsibilities

1. 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 Multi-Tiered Systems of Supports
2. Demonstrate expertise in the area of data collection and behavior analysis.
3. Assists case managers/building based psychologists and social workers in writing of comprehensive functional assessments and behavior intervention plans and instructional methodologies for staff.
4. Demonstrate behavior management ideas and/or techniques.
5. Provide training in the use of data collection, positive behavior supports, intervention techniques and instructional methodologies for staff.
6. Assist staff working with children with autism on teaching skill deficits, maintaining acquired skills, teaching self-help skills and developing social skills.
7. Develop materials and provide resources for and provide professional development to administrators, educators, paraprofessionals and parents/guardians.
8. Attend IEP, eligibility, or other meetings as necessary and provide related behavioral information.
9. Work with students who exhibit maladaptive/unexpected behaviors and provide support and professional learning for staff who work with such students.
10. Travel to school sites as required for observations, functional behavioral assessments, behavior intervention plans, or programmatic recommendations for individual students.
11. Engage parents in the process of creating behavior programs for students in order to empower parents by providing them with skills and techniques to support the positive behavior development of their child.
12. Conducts functional behavior assessments and educational assessments, accurately identifying the function of challenging behavior and socially valid, pivotal behaviors to target.
13. Develops treatment plans that recommend individualized, evidence-based behavioral strategies in a format accessible to staff, family members, other professionals.
14. Develops strong collaborative relationships and trains families, caregivers, and school staff to implement effective techniques across all environments, promoting progress and generalization.
15. Provides ongoing training of school staff, ensuring treatment integrity and supporting the professional growth of staff.
16. Monitors progress and evaluates treatment effectiveness regularly, maintaining high rates of progress.
17. Identifies behavior goals and intervention techniques utilizing non-aversive behavior change methods.
18. 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.
19. Completes reports and other paperwork within the established timeframes.
20. Participate in building-level meetings as appropriate.
21. Assist in other areas as needed.

Skills/Competencies

1. Ability to read, analyze and interpret documents including correspondence in print or electronic formats.
2. Ability to establish and maintain effective working relationships with all members of the school community.
3. Ability to communicate clearly and concisely in verbal or written form
4. Ability to write reports as needed. The ability to effectively present information and respond to questions is required.
5. Ability to perform essential duties within member school district requirements and SPED policies.

ADDITIONAL JOB FUNCTIONS:

Performs other duties as directed by the Assistant Superintendent of Student Services, Equity & Inclusion and Director of Student Services, Equity & Inclusion
CERTIFICATES/LICENSES/ QUALIFICATIONS

Qualifications

1. Certification:
   
   1. Current Board Certified Behavior Analyst (BCBA, as certified by the Behavior Analyst Certification Board (BACB)
2. Education:
   
   1. Required- Master's Degree in applied behavior analysis, special education, psychology or related discipline.
3. Experience:
   
   1. Required- Minimum of 1-3 years experience as a Board Certified Behavior Analyst.
   2. Expert knowledge of intervention planning for developing behavior changes strategies that focus on reducing problem behaviors and increasing appropriate behaviors.
   3. Preferred - Classroom teaching experience, social worker or psychologist.
4. Clearance of FBI Background check required; Successful completion of Faith's Law/EHR requirements.
5. TB test within 90 days of hire date; Physical Exam within last year of hire date.

PHYSICAL REQUIREMENTS

• Manual Dexterity: Work requires definite skilled and accurate physical operations requiring some closely coordinated performance.
• Physical effort: Workrequireshandlingaverageweightmaterialsorequipment, but not for sustained periods.
• Working Conditions: Travel among schools in the Winnetka School District is required.

TERMS OF EMPLOYMENT

Salary and fringe benefits will begin at $75,000+ (dependent upon years of experience) and reviewed annually by the School Board.