/ EAN / South Central Region / Texas / McKinney Independent School District / Board Certified Behavior Analyst

Board Certified Behavior Analyst

Summary Information:
Employer: McKinney Independent School District
Position Type: Admin./Support
Categories: Counselor
School / Org: McKinney Independent School District
Location McKinney, Texas
FTE: 1
No. of Positions: 1
Reference #: EAN00003227
Posting Date: 18 November 2017
Closing Date: Open Until Filled

Details:
McKinney Independent School District is seeking qualified applicants for the following position(s):

Board Certified Behavior Analyst

LOCATION: District Wide

Education/Certification:
Masterís degree in applied behavior sciences, psychology, education or other related field
Board Certified Behavior Analyst (BCBAģ) required

Special Knowledge/Skills:
Experience developing and implementing behavioral interventions and services across school settings.
Experience generating measurable IEP goals and using frequent data analysis as a tool for review and revision of strategies and programming.
Experience in conducting Functional Assessments and writing Behavior Intervention Plans (BIP)
Knowledge of Admission, Review, and Dismissal (ARD) Committee process and experience in Individual Education Plan (IEP) development.

PRIMARY PURPOSE:
Support special education services through the provision of consultation and modeling of research-based behavior analytic practices. Promote quality instruction and services to improve student achievement. Facilitate implementation of behavioral and social skills development strategies through staff development, modeling, observation, and data analysis. Assist in implementation of the Behavior Intervention Plan (BIP) and Individual Education Plan (IEP) established by the Admission, Review, and Dismissal (ARD) Committee. Students served may include any of the disability codes as identified by the Texas Education Agency (TEA) with particular emphasis on services for students with autism.

MAJOR RESPONSIBILITIES AND DUTIES:
Personal Objectives:
Display professionalism in dealing with students, parents, staff and community
Approach problem solving tactfully with directness and integrity
Exert a positive influence and work in a collaborative manner with parents and school district staff
Respond to suggestions for improvement in a positive manner
Display self-control and tactPunctual at the work place
Exercise professional judgement in being absent from work
Maintain professional appearance
Be mentally alert and physically able to perform job functions
Provide for the care and protection of school property

Professional & Performance Objectives:
Plan and provide appropriate individual services to students consistent with the studentís
Behavior Intervention Plan (BIP) and/or behavioral goals contained in Individual Education Plans (IEP)
Assist teachers with classroom structure to facilitate instruction and behavioral strategies needed to support the studentís IEPs. Provide support for integration of additional strategies as appropriate (i.e., visual schedules, social stories, reward systems, etc. as needed/requested utilizing appropriate equipment, software/technology.)
Model the use of evidence-based IEP teaching and behavior strategies and provide support and follow-up to assist implementation across settings
Work collaboratively with teachers and support staff to establish, maintain, and evaluate effectiveness of interventions. Work to make adjustments based on review of data
Support teachers with modeling, strategies, and training as appropriateDiscuss and report student progress with teachers and ARD committees when appropriate
Assist campus staff in the creation of an environment conducive to learning that is appropriate for the disability, the maturity level, and the interests of the students
Assist campus staff as they enforce school rules and administer discipline according to the Student Code of Conduct, student handbook, IEPs, and behavior intervention plans (BIP)
Train campus staff in de-escalation strategies and model appropriate behavioral strategies to reinforce discipline and encourage development of pro-social behaviors across settings
Provide in-service training for district staff supporting implementation of evidence-based practices

Policy, Reports and Laws:
Compile, maintain and file all physical and computerized reports, records and other documents required for special education programs
Complete paperwork required by the District for billing services eligible under the Student Health and Related Services (SHARS) Program or Medicaid Administrative Claims (MAC) Program
Comply with policies established by federal and state law, the BACB Ethical and Professional Compliance Code, State Board of Education rules, local board policy and district administrative regulations

SUPERVISORY RESPONSIBILTIES:
None

WORKING CONDITIONS:

Mental Demands/ Physical Demands/Environment Factors:
Strong organizational, communication (verbal and written) and interpersonal skills
Ability to operate and learn new technology systems
Maintain emotional control under stressful situations
Ability to maintain emotional control when working with students exhibiting non-compliant behaviors related to their disability
Moderate lifting and carrying
Potential physical aggression from students that may be related to their disability
Potential exposure to human body fluids
After appropriate training provided by the District, ability to implement physical restraints to ensure the safety of the student or others
Daily district-wide travel to multiple work locations as assigned or needed

Tools/Equipment Used: Personal Computer and peripherals; standard instructional equipment and devices (i.e., VOD)
[P.E. teachers: automated external defibrillator (AED)]
Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
Motion: Frequent walking
Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move text books and classroom equipment
Environment: Work inside may work outside; regular exposure to noise
Mental Demands: Maintain emotional control under stress: work prolonged or irregular hours
Other:
Work as a team member and with peers, teachers, campus personnel and principals
Work without day-to-day supervision

EVALUATION:
This position will be evaluated in accordance with McKinney Independent School District Board Policy.

REQUIRED EXPERIENCE:
Five (5) years of experience working with school-aged children with moderate to severe disabilities, autism and related disorders, or other developmental delays.
Experience and training in performance of functional behavior assessments and functional analysis, development of behavior intervention plans, training, and use of emergency behavioral interventions.

OTHER INFORMATION:
Reports to: Senior Director of Special Populations

SALARY: Pay grade: Professional (2)

DAYS: 187


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The job posting above from McKinney Independent School District may require certification levels, qualifications or eligibility requirements for being employed in the United States or the state of Texas. DO NOT apply or send unsolicited resumes if you do not meet the requirements listed by McKinney Independent School District in their postings.

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