Position: Board Certified Behavior Analyst (BCBA)
Department: Assigned Building
Reports to: Assigned Building Principal
FLSA Status: Exempt – Upper Moreland Education Association
Schedule: Full Time, 7.5 hours/day, 10 Months
Reviewed: 3/2024
Salary Range: $57,050 - $114,520 Annually
MISSION STATEMENT:
The Upper Moreland Township School District is an educational institution working in partnership with the community to provide all students with educational opportunities to develop knowledge, skills, behaviors, and habits of mind necessary for excellence and success as critical thinkers, as caring and confident individuals, and as contributing members of society. The District reflects the shared values of a diverse community of stakeholders and focuses on student success socially, emotionally, physically, and academically. Students of the Upper Moreland Township School District will be provided with the foundation and skills necessary to excel in the exciting, complex, and interdependent world in which they live.
SUMMARY:
Support staff in identifying and working through problem behaviors. Conduct Functional Behavior Assessments and develop Behavior Intervention Plans. Provide ongoing professional development in the area of behavior and data collection to all staff. Provide techniques and modeling of behavior intervention support to staff.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
(Other appropriate duties may be assigned.)
? Creates a classroom and/or instructional environment that is attractive, safe, supportive, and conducive to learning and appropriate to the maturity, interest, and abilities of students. Risk-taking is encouraged, students feel free to contribute their ideas, and BCBA and student interactions are respectful and polite to promote a positive learning environment for all students.
? Creates a classroom and/or instructional environment that have materials in good condition and accessible to students, including but not limited to creating educational bulletin boards, web pages, parent/student newsletters, and other similar communication vehicles consistent with district practice. ? Teaches District approved curriculum.
? Guides the learning process toward the achievement of established District curriculum goals and establishes and communicates clear objectives to the students for all lessons, units, and projects. ? Strives by instruction and action to employ the District’s philosophy of education, instructional goals and objectives, and performance expectations.
? Works 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 PBIS.
? Demonstrates expertise in the area of data collection and behavior analysis.
? Demonstrates behavior management ideas and/or techniques.
? Develops plans and materials and employs a variety of instructional techniques and teaching strategies to meet different aptitudes, interests and abilities of students, including current technology and whole group/small-group learning.
Board Certified Behavior Analyst (BCBA) Updated March 2024 ? Translates plans into developmentally appropriate learning experiences to best utilize the available time for instruction.
? Designs activities to engage students in cognitively challenging work aligned to standards. ? Provides training and consultation in the use of data collection, positive behavior supports, intervention techniques and instructional methodologies for staff.
? Assists staff on teaching skill deficits, maintaining acquired skills, teaching self-help skills and developing social skills.
? Develops materials and provides resources to administrators, educators, paraprofessionals and parents/guardians.
? Attends IEP, Section 504, or other related meetings as necessary for student assessment and/or compliance with federal and/or state law.
? Works with students who exhibit maladaptive/unexpected behaviors and provides support and professional learning for staff who work with such students.
? Manages allotted learning time to maximize student achievement.
? Uses resources that will promote high levels of learning and student engagement in the classroom environment.
? Reflects on practice and student work to determine what went well and what changes could improve practices and uses reflection to inform future practices.
? Assesses students’ academic and social growth on a regular basis, keeps appropriate records and prepares progress reports as required, and communicates with parents as deemed necessary or when directed by the principal.
? Maintains accurate, complete, and correct records as required by the District Policy, Administrative Policy, and Pennsylvania law.
? Travels to school sites as required for observations, functional behavioral assessments, behavior intervention plans, or programmatic recommendations for individual students.
? Seeks the support of district specialists when concern regarding student progress arises. Cooperates with other professional staff members in assessing and developing strategies to help students solve health, attitude, and learning problems. Follows the District multi-tiered system of supports and develops strategies for individual education plans.
? Communicates regularly with parents/guardians during and outside normal classroom day to create partnership around student learning by means of newsletters, notes, phone calls, conferences, and other means to discuss student’s progress and the school program.
? Engages 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. ? Conducts functional behavior assessments and educational assessments, accurately identifying the function of challenging behavior and socially valid, pivotal behaviors to target.
? Provides clear behavior expectations for students and monitors student behavior throughout the class and school.
? Develops behavior plans that recommend individualized, evidence-based behavioral strategies in a format accessible to staff, family members, other professionals.
? Selects interventions and strategies according to the needs and desires and abilities of the individual, and prepares written behavior interventions and strategies, and support plans.
? Develops strong collaborative relationships with families and school staff to implement effective techniques across all environments, promoting progress and generalization.
? Monitors progress and evaluates plan effectiveness regularly, maintaining high rates of progress. ? Completes reports and other paperwork within the established timeframes.
? Attends district department and faculty meetings and serves on district committees as required. ? Attends established traditional school-sponsored activities (i.e.: back-to-school night, open house, and other activities customarily attended by classroom teachers and/or faculty members). ? Actively participates in building or district educational experiences such as science fairs, mathematics competitions, programs associated with the arts and other student activities.
Board Certified Behavior Analyst (BCBA) Updated March 2024 ? Participates in curriculum related and programmatic activities that are a part of the regular District program, including but not limited to field trips or overnight camping trips that have been historically part of the school curriculum and programming.
? Follows all safety procedures and ensures that environment is accessible to all students. ? Participates in in-services and staff development activities and staff meetings as required or assigned. ? Maintains an ongoing program of professional growth that satisfies District requirements but also satisfies personal expectation as a professional.
? Establishes partnerships with the community as appropriate in support of the academic program. ? Demonstrates professionalism and adheres to the Professional Code of Conduct.
? Responsible for complying with all legal documents, and ensuring that individual student needs are being met.
? Participates in required training and completion of professional development responsibilities. ? Performance of all duties under state, federal, and grant requirements.
? Follows established policies and procedures for reporting incidents (e.g., child abuse, substance abuse, harassment, and violence).
? Other duties as assigned by the Building Principal and/or Administration.
QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
? Board Certified Behavior Analyst required
? Master's Degree in applied behavior analysis, special education, psychology or related discipline ? Minimum of 3 years’ experience as a Board Certified Behavior Analyst
? Expert knowledge of intervention planning for developing behavior change strategies that focus on reducing problem behaviors and increasing appropriate behaviors
? Ability to establish and maintain cooperative and effective working relationships with others ? Ability to communicate orally and in writing
? Must have the ability to report to work on a regular and punctual basis
? Perform all other related work delegated or required to accomplish the objectives of the total school program
? Knowledge and implementation of relevant technology
? Meet professional teacher education requirements of the school, District, and state ? Regularly required to sit, stand, walk, talk, hear, operate a computer, hand-held learning devices and other office equipment, reach with hands and arms, and must occasionally lift and/or move up to 20 pounds
? Must successfully complete and maintain compliance with all federal and state background and criminal record check requirements.
o Click here for more information about required clearances.
? Candidate must adhere to all local, state, federal, and school code requirements for employment.
The position holder must be able to perform the essential job functions with or without reasonable accommodation. It is the responsibility of the employee to inform the Director of Human Resources of any and all reasonable accommodations that will be required.
Upper Moreland Township School District shall not discriminate in their educational programs, activities or employment practices based on race, color, national origin, sex, sexual orientation, disability, age, religion, veteran status, ancestry, genetic information, or any other legally protected classification. This policy is in accordance with state and federal laws, including Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, the Americans with Disabilities Act of 1990, as amended, Genetic Information Nondiscrimination Act of 2008, and the Pennsylvania Human Relations Act. Information relative to special accommodation, grievance procedure, and the designated responsible official for compliance with Title VI, Title IX, and Section 504 may be obtained by contacting the school district.