Board Certified Behavior Analyst (BCBA)

Job Description

Job Description Position Summary As a Board Certified Behavior Analyst, you will be an integral member of a dynamic Special Education Regional Team, working under the supervision of the Lead Board Certified Behavior Analyst, to provide sound educational programming for students with significant behavior needs. The Board Certified Behavior Analyst (BCBA) provides training, consultation, assessment and direct behavior case management services for the students and staff of KIPP Public Schools Northern California. This role requires excellent communication, project management, and attention to detail and deadlines.

This is an onsite role at the KIPP University Park campus in Stockton.

As a BCBA, you will be responsible for the following key areas:

• Assessment, Development, Progress Monitoring, and Compliance with Behavior Plans
• Providing supervision and coaching related to data collection and program implementation
• Consultation and training with various stakeholder groups

Preferred Qualifications Experience

• At least 2 years school-based experience working with a diverse staff, including Education Specialists, Paraeducators, School Administrators, and families.

Education/Certification

• Master's degree in behavior analysis or special education, psychology or social work.
• Special education teaching credential preferred.
• Possession of Certification as a Board Certified Behavior Analyst required.

Knowledge/Skills

• A deep passion for social justice and equity for all children; believes that all students can achieve at the highest levels, regardless of demography
• Excellent organizational, planning, and implementation skills;
• Excellent communication and interpersonal skills
• Articulate, professional demeanor with strong self-confidence, initiative, and leadership skills
• Flexibility, with a strong work ethic and entrepreneurial spirit to accommodate a high level of responsibility and multiple priorities
• Demonstrated ability to work well with others and build relationships across teams and schools
• Results-oriented team player who is dedicated to getting the job done
• Unquestioned integrity and commitment to KIPP Public Schools Northern California’ mission and values

Essential Functions and Responsibilities include, but are not limited to:

Program Development

• Assessment. Perform Functional Behavior Assessment (FBA) and Special Circumstance Instructional Assessment (SCIA) to Identify areas of need and make appropriate, practical, and functionally related recommendations. Present & interpret results to IEP teams.
• Behavior Plans. Develop function-based Behavior Intervention Plans (BIPs) and support teams in developing supporting student materials. Collaborate to develop behavior goals and coordinate other IEP supports. Train relevant stakeholders to implement BIPs and to teach replacement behaviors.
• Progress monitoring. Maintain and oversee the maintenance of progress records for selected students with determined high levels of need.
• Compliance. Read, interpret, apply and explain regulations, policies and procedures applicable to behavior analysis for special education students.

Supervision

• Data Collection. Collaborate to develop relevant data collection systems. Provide training to staff in implementing systems to ensure reliability and validity of data collected. Establish & maintain files and records of service according to FERPA and other relevant laws.
• Programs. Collaborate with Case Managers to develop behavior analytic lesson plans (e.g. discrete trial, pivotal response treatment, incidental instruction) and data collection systems to monitor progress for assigned cases of students with higher levels of need. Train Case Managers and/or paraeducators to deliver instruction utilizing systems developed.

Consultation & Training

• Training. Collaborate with Regional Special Education Leadership Team to assess training needs, develop, and deliver professional development related to implementation of the principles of Applied Behavior Analysis to a variety of stakeholders.
• Consultation & Coaching. Provide school staff with ongoing consultation, modeling, and feedback to ensure implementation of Behavior Intervention Plans and other evidence based practices. Determination of coaching caseload will be made in collaboration with School Leader and/or AP of Special Populations.
• Teachers. Consult with teachers in the development and implementation of classroom methods and procedures designed to facilitate positive student behavior and social interactions. Provide consultation for classroom behavior management plans.
• Parents. Collaborate with parents on assigned cases for students with higher levels of need. Conduct direct parent training to assist in understanding and implementation of behavior principles and recommended behavior interventions across home and school settings.
• School leadership.