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Board Certified Behavior Analyst (BCBA) with transition services

Wooster City School District
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VACANCY NOTICE: Board Certified Behavior Analyst (BCBA) with transition services
LOCATION: District
EFFECTIVE:  2024-2025 School Year
POSTING DATE:  February 13, 2024
APPLICATION DEADLINE:   until filled

 

General Description: The Board Certified Behavior Specialist is a member of the pupil services team who collaboratively supports individuals and their families by coordinating and providing services in behavior analysis, function analyses and assessment, behavior acquisition and reduction procedures, adaptive life skills, and transition programming. 

The BCBA will also oversee programming of associate behavior analysts and provide ongoing support and to Direct Support Professionals (DSP) as it relates to the implementation and documentation associated with Behavior Support Plans.

The BCBA reports directly to the Director of Pupil Services and/or the Student Services Coordinator.


QUALIFICATIONS: Possess a current BCBA certification

 

KEY FUNCTIONS:

A. VISION, CONTINUOUS IMPROVEMENT, AND FOCUS OF DISTRICT WORK:

  • The BCBA implements the district's vision in programming and implements professional development to improve continuous improvement efforts.
  • The BCBA shall articulate the vision clearly, creating a description of what the district can become. This vision drives the district’s work.

Representative Elements:

  1.  Expect, model, and support the effective use of data.
  2.  Create and execute a coherent plan with a limited, achievable number of goals and objectives.
  3.  Implement the district plan and monitor the strategies and activities for achieving the goals and objectives.
  4. Communicate the district’s vision, goals, and focused plan.
  5.  Provide regular and year-end reports on progress.

 

B. COMMUNICATION AND COLLABORATION: 
An effective BCBA has processes in place to:

  • Facilitate communication and collaboration with building principals, the Director of Pupil Services, and the Student Services Coordinator.
  • Establish and maintain effective relationships with school personnel
  • Engage the external community.

An effective BCBA recognizes the importance of involving multiple stakeholders to make informed decisions, communicate processes and celebrate accomplishments. To gain and maintain support for these improvement efforts and to sustain the focus on the goals, an effective BCBA must communicate effectively with staff and stakeholders.

Representative Elements:

  1. Demonstrate communication competence with all stakeholders.
  2. Develop, implement and maintain effective communication systems.
  3. Communicate effectively and openly.
  4. Demonstrate a willingness to collaborate with the Board of Education, the district treasurer, the district staff, and external stakeholders.
  5. Keep the public and staff informed about current educational practices, educational trends, policies, progress, and challenges in the District’s schools.
  6. Promptly respond to staff and community concerns.
  7. Execute activities that build and sustain positive community engagement.
  8. Promote understanding, appreciation, and use of the community’s diverse social, cultural, and intellectual resources.

 

C. POLICIES AND GOVERNANCE: 
An effective BCBA identifies, prioritizes, and follows policies and governance procedures that maintain a focus on the central goal.

  • An effective BCBA recognizes the moral imperative to ensure the success of every child and recommend and enforce policies and governance practices accordingly.
  • An effective BCBA values the importance of an effective working relationship with the administrative team and requests support for district goals.

Representative Elements:

  1. Review, develop and recommend policies for the district.
  2. Implement and continuously assess policies and practices.
  3. Identify and respond to societal and educational trends that affect the district and community.
  4. Advocate for children and families.
  5. Model and expect professional conduct.

 

D.  ESSENTIAL FUNCTIONS

  •  Provide oversight to all areas of programming including the training of direct support professionals, person centered strategies consultants (if applicable) and DSP trainers.
  • Assist in the development, facilitation, and follow-up training in behavior intervention, using both discrete trial training and natural environment training models of teaching.
  • Facilitate and assist in the development and identification of resources and support information for clients and their families
  • 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.
  • Provide ongoing support and training to direct support professionals and other individuals in support roles for families.
  • Provide ongoing training of paraprofessional staff in implementation of behavior intervention and methodology and behavior reduction strategies.
  • Create an ongoing data collection system to establish baseline and programmatic efficacy for all students, and to analyze data on a frequent and ongoing basis to guide programming.
  • Develop behavior plans/treatment plans for all students with a focus on teaching and other antecedent strategies for reducing problematic behavior(s).
  • Meet as needed with staff to discuss ongoing student issues and to provide support when necessary.
  • Review and sign off on behavior plan/treatment plan training for all field staff and provide field supervision when necessary.
  • Provide consultation services and to maintain ongoing communication with all constituents (other supports, parents, community, and community agencies).
  • Keep current with the literature, new research findings and resources. In addition, complete continuing education courses to maintain BCBA certification as necessary
  •  Maintain all data, paperwork, and communication between personal care staff and families, and provide ongoing feedback to related agencies that contract with such families.
  • Collaborates with community partners to facilitate career-focused learning and transition activities. 
  • Consult with Intervention Specialists to develop transition goals for students that are necessary for successful transition from school to adult community or post-secondary opportunities. 
  • Attend IEP meetings to discuss transition services and student transition needs. 
  • Provide ongoing support and training to direct support professionals on transition topics, transition IEP goals and requirements, and updates in policies and procedures. 
  • Perform other duties as assigned.


 
LEGAL REQUIREMENTS:

  • Candidates (unless current employees) must pass a criminal background investigation prior to employment.


HOW TO APPLY:

  • Internal Candidates:  Submit APPLITRACK application by the posting deadline
  • External Candidates:  A submitted APPLITRACK application and a current resume must be received online by the posting deadline. Paper documents will not be accepted.
  • Substitutes and General’s Club Only Employees:  Apply as an external candidate

 

Applitrack Link: http://www.applitrack.com/wooster/onlineapp
or visit www.woostercityschools.org and click on Employment to navigate to all current postings
Wooster City School District is an equal opportunity employer with a strong commitment to create and sustain a diverse, equitable, and inclusive community.