BCBA Extended School Year (ESY) - 2025

11am
• June 26 - Certified staff will have until 1pm to complete progress reports and check out of the building
• Rate of pay will be TBD

QUALIFICATIONS:
• Current Board Certified Behavior Analyst (BCBA) Certificate.
• Successful completion of fingerprint based criminal background check (IL State Police and FBI), sex offender and violent youth offender screening, and employment physical.

REPORTS TO: Director of Special Education

JOB GOAL: The BCBA is responsible for providing behavioral consultation and coaching to programs in order to support teams in meeting the individual needs of students, to improve both academic and social competence. They support teams to establish socially significant behavior change and attain positive intervention outcomes by providing consultation using evidence-based practices from the field of Applied Behavior Analysis (ABA).

DUTIES AND RESPONSIBILITIES:

Assessment & Evaluation
• Collects, graphs and analyzes student data from functional behavior assessment (FBA) and writes report summarizing results
• Takes a leadership role in consulting, collaboration and supporting school teams in conducting FBA's and developing and implementing student Behavior Intervention Plans (BIPs) with fidelity
• Completes other assessments, in collaboration with the multidisciplinary team
• Assists teams in adjusting BIPs as needed
• Attends IEP meetings, as needed or as directed by the Director of Special Education, to provide feedback related to assessment results and IEP reductions and replacement goal progress

Collaboration
• Collaborates with interdisciplinary and leadership teams across the cooperative to ensure consistent quality programming
• Facilitates trainings with program teams, including paraprofessionals
• Participates in leadership meetings including: FBA/BIP Committee meetings, Behavioral MTSS meetings as appropriate, and other activities related to meeting the BCBA and SpEd Department goals
• Consults with general education and special education teachers and special services providers related to individual student needs, including behavior intervention plans, and writing IEP goals
• Participates in regular meetings with administrators
• Collaborates with evaluation and other multidisciplinary teams to review assessment data
• Works collaboratively with colleagues, families and community service providers
• Collaborates with administrators to analyze trends and patterns in district-wide data
• Participates in the District Restraint & Time Out Oversight Team

Training and Staff Development
• Develops and provides training related to principles of Applied Behavior Analysis to designated classroom teams
• Trains teams on the implementation of interventions identified by behavior intervention plans
• Trains staff in using strategies to improve fidelity and reliability of data collection
• Gives ongoing modeling, feedback, and coaching to program staff related to both student behavior reduction and skill acquisition
• Provides other district and building-specific training related to behavior, as needed
• Supports and provides ongoing training to staff related to crisis management (including but not limited to coaching and modeling de-escalation strategies related to crisis behavior)
• Participates in professional development and continuous learning
• Provides and facilitates licensure supervision of Registered Behavior Technicians (RBTs) in accordance with all licensure requirements and timelines (non-evaluative supervision).
• Provides needed licensure supervision to district employees who seek BCBA and/or RBT certification and licensure as directed by the Director of Special Education (non-evaluative supervision)

Instruction and Program Support
• Designs data collection and monitoring systems
• Monitors student/program progress
• Supports programs related to ongoing data collection and input
• Provides ongoing analysis of behavior data regularly and report individual student and program data trends to teams
• Provides live coaching to program staff in the classroom learning environment
• Supports teams with the development of materials for behavior support and skill training
• Supports teams in creating classroom environmental structures and teaching strategies that incorporate behavior principles (e.g. antecedent strategies, instructional control, behavior momentum, pacing)
• Trains staff in skill generalizations procedures to increase inclusion of students in general education environments
• Performs other related duties as assigned by building administrators and Director of Special Education

Note: The above description is illustrative of most tasks and responsibilities. It is not all inclusive of every task or responsibility.

TERMS OF EMPLOYMENT: Seasonal - Summer Session Only