Frontline Applicant Tracking - Round Lake Area Schools District 116

Openings as of 4/9/2025
Special Education

Board Certified Behavior Analyst

JobID: 5299

Position Type:
  Special Education


Date Posted:
  4/4/2025


Location:
  Educational Support Center, Round Lake, IL


Date Available:
  August 11, 2025


  Additional Information:  Show/Hide
JOB SUMMARY:
The Board Certified Behavior Analyst (BCBA) provides leadership in implementing and maintaining student behavior services, policies, and procedures within the district. Collaborating with the Teaching and Learning and Special Education Departments, the BCBA oversees behavior interventionists and Registered Behavior Analysts, develops targeted professional development, and enhances intervention strategies. Additionally, the BCBA researches and implements innovative practices to improve student behavior while ensuring alignment with the Special Education Department’s mission. This role requires ongoing communication and collaboration with staff, administration, parents, students, and the community to support overall student behavioral health.


Salary Range:
The Collective Bargaining Agreement

Position Classification:                                                                                 FLSA Designation:
Bargaining unit- EARL                                                                                     Exempt


General Experience and Credentials:
• Bachelor’s degree from an accredited college or university, Master’s degree preferred. 
• Experience working in K-12 educational setting within the field of Special Education.
• Minimal of three years experience working with and/or supporting high behavioral needs. Experience in training staff.
• Illinois Professional Educator’s Licensure with content area certification in grades 9-12
• Must have Applied Behavior Analysis credit from an accredited college or university;
• Valid BCBA licensure through the BACB Preferred

Knowledge, Skills, and Abilities:
• Complies with laws, regulations, protocols, and School Board policies/procedures as they apply to student behavior;
• Communicates in and effective, professional manner with students, staff, parents/guardians and administration;
• Ability to work with a high level of confidentiality;
• Ability to establish and maintain effective working relationships;
• Ability to manage multiple projects independently and work under tight deadlines;
• Ability to build consensus and work effectively within various schools and departments;
• Ability to take initiative and assume responsibility, ownership and accountability;
• Exemplary interpersonal communication skills;
• Strong organizational skills and attention to detail;
• Ability to work under pressure in a team setting;
• Strong commitment to personal and professional growth and development; and
• Experience working with diverse cultures and audiences.

Essential Functions:
• Trains and oversees behavior interventionists and Registered Behavior Analysts;
• Observes, consults, and assists special education teachers and support staff;
• Plans the development and implementation of program, procedures, and best practices related to instruction using the principles of Applied Behavior Analysis;
• Participates in IEP team meetings where assistance is needed;
• Provides professional development with a focus on behavior for certified staff, support staff and administrators;
• Provides behavioral support services;
• Supports student achievement by analyzing and interpreting data;
• Provides team updates and reports on ongoing work;
• Conducts functional behavior assessments and/or develop and monitor Behavior Intervention Plans;
• Plans and provides/supports the provision of behavior management interventions;
• Consults with principals, assistant principals, psychologist teachers and related service providers in developing, monitoring and evaluating  behavior management strategies for general and special education students;
• May work directly with students as a means of training paraprofessionals, teachers and other staff in behavior supports;
• Keeps current with updated research and information in the areas of behavior management.
• Performs other tasks assigned by the Associate Principal for Curriculum and Instruction, Principal, or other administrators as needed.
 

Application Procedure:
Apply online at http://www.applitrack.com/rlas/onlineapp/default.aspx




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Openings as of 4/9/2025
Special Education

Special Education Teacher- Behavior Classroom Teacher (Grades 3-5)

JobID: 4832

Position Type:
  Special Education/Elementary Special Education


Date Posted:
  2/18/2025


Location:
  Indian Hill Elementary, Round Lake Heights, IL


Date Available:
  Immediately


  Additional Information:  Show/Hide
JOB SUMMARY:
This position provides instruction and other educational support such as case management to special needs students and assisting them in their academic and social development.

EDUCATION AND CERTIFICATION:
Required: Bachelor's degree from an accredited college or university.
Required: Valid Illinois Professional Educator License with LBS1 Endorsement registered in Lake County (Region 34).
Preferred: 3 years of special education teaching experience.
Preferred: Ideal candidate has experience working with students who may exhibit challenging behaviors and require positive adult-student relationships, positive feedback, and a structured classroom environment.

KNOWLEDGE, SKILLS AND ABILITIES:
1. Considerable knowledge of current best practices, laws, including due process and Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students;
2. Considerable knowledge of specific disabilities and familiarity with common children's mental health disorders, as well as specific strategies/interventions to use in the classroom;
3. Knowledge of child development;
4. Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
5. Knowledge of educational testing;
6. Knowledge of learning theory, and students' learning styles and needs, both academic and affective;
7. Knowledge of Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS);
8. Skill in accommodations and adaptations for visual impairments, including reading and writing Braille, using low-vision devices, and utilizing assistive technology for vision impairments is required for some positions;
9. Skill in classroom and behavior management;
10. Skill in interpersonal relations, especially regarding working as a member of a team;
11. Skill in interpersonal relationships, and the ability to work with students and staff in stressful situations;
12. Skill in organization, and in verbal and written communications;
13. Skill in signing, cued speech, and auditory-verbal areas is required for some positions;
14. Skill in the five real-life transition areas is required for some positions;
15. Skill in transitional service planning and remedial instruction;
16. Skill in utilizing computer technology for educational purposes, including word processing;
17. Skill in working with students having a wide range of disabilities;
18. Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RtI);
19. Ability to be flexible regarding meeting the changing needs of students, as well as the varying modifications to District and State mandates;
20. Ability to create a structured and efficient working environment for students;
21. Ability to develop and update curriculum, lesson plans and associated materials necessary to meet the unique needs of the special education students;
22. Ability to develop relevant assessment tools, and integrate the results of the assessments into instructional units;
23. Ability to teach a variety of students, with varying disabilities, a variety of classes;
24. Ability to work with individuals from diverse backgrounds.

ESSENTIAL FUNCTIONS:
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
1. Attends various meetings, such as staff, building, parent, team and case management;
2. Communicates and provides consultation with team members, parents and guardians, the Special Education District of Lake County (SEDOL), and other outside agencies, regarding students, their interventions, medications, and programmatic needs;
3. Develops data collection and data management systems; entering data into proprietary and other computer databases; analyzing data, identifying student needs, and recommending quarterly classes based upon individual student needs;
4. Develops or utilizes assessment tools and progress reports, including the Illinois Interactive report cards;
5. Develops positive and trusting relationships with students; counseling students and reviewing transition activities with students; and providing job coaching for students regarding their community job placement activities;
6. Develops, adapts and implements curriculum and lesson plans and aligns curriculum with academic standards;
7. Ensures that teams are utilizing concepts of least restrictive environment and best practices with students;
8. On occasion, deals with student transportation issues such as transporting students in school vehicles, and serving as a contact regarding student problems on the school bus;
9. Participates in staff development activities;
10. Provides direct instruction using a variety of techniques including individualized instruction, lectures, team teaching, hands-on formats and other instructional strategies;
11. Provides for the management of student behavior, including implementing disciplinary procedures. Assists with the development of individualized intervention plans; writing and implementing conditional procedures; and modeling specific strategies for other instructional staff;
12. Provides for the safety of students including extreme weather, transportation, and unknown personnel; supervising students in building and on school grounds in areas other than the classroom, such as playgrounds, and as students board and disembark from school buses;
13. Works with Individualized Educational Plan (IEP) teams in the development of Individualized Education Plans (IEP); providing for IEP management and reevaluation; assisting with goal writing in accordance with regulations and procedures; and setting up and participating in IEP conferences;
14. May orders supplies and materials related to curriculum and instruction;
15. May provide in-service training to other staff;
16. May serve as a case manager with regard to transition planning and plans at the Middle School and High School levels;
17. Performs other related duties as required.
 
Application Procedure:
Apply online at http://www.applitrack.com/rlas/onlineapp/default.aspx




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