Board Certified Behavior Analysist

ELIZABETH BOARD OF EDUCATION

Elizabeth, New Jersey

JOB DESCRIPTION

TITLE: Board Certified Behavior Analyst (BCBA)

QUALIFICATIONS:

1. Board Certified Analysis (BCBA) certification or evidence of coursework towards appropriate certification.
2. Knowledge and experience of the diverse needs of children with disabilities, school psychologist, school counselor or social worker certification.
3. Ability to communicate with students, parents, and school personnel.
4. Required criminal history background and proof of U.S. citizenship or legal resident alien status.
5. Current residency in New Jersey, approved residency waiver or candidate agrees to obtain residency within one year of employment.

REPORTS TO: Director of Special Projects

PERFORMANCE RESPONSIBILITES:

1. Work collaboratively with building and district staff to promote positive student behavior by providing professional development that targets current best practice research and strategies.

2. Model instructional practices to support staff in their implementation of positive behavior supports.

3. Conduct district and school level risk assessments and analyzes data to determine district, school and student needs.

4. Demonstrate expertise in the area of behavior management techniques, data collection and behavior analysis.

5. Assists guidance counselors and social workers in writing comprehensive functional/behavioral assessments, behavior intervention plans and instructional methodologies for staff.

6. Provide training in the use of data collection, positive behavior supports, intervention techniques and instructional methodologies for staff.

7. Develop materials and provide resources for and provide professional development to administrators, educators, paraprofessionals, staff and parents/guardians.

8. Attend I&RS, or other meetings as necessary and provide related behavioral information.

9. Regularly provide reports that include data analysis of behaviors, interventions, and supports.

10. Work with students who exhibit maladaptive/unexpected behaviors and provide support and professional learning for staff who work with such students.

11. Engage parents in the process of creating behavior interventions for students.

12. Monitor functional behavior assessments and educational assessments, accurately identifying the function of challenging behavior and socially valid behaviors to target.

13. Develops intervention plans that recommend individualized, evidence-based behavioral strategies in a format accessible to staff, family members, other professionals.
14. Identifies behavior goals and intervention techniques utilizing non-aversive behavior change methods.
15. Coach staff in the appropriate tier 3 services which may include paraprofessional training, data collection and/or training services for parents to assist them in understanding the educational needs of their child.
16. Participate in conducting a functional behavioral assessment for a student whose behavior violated any rule of conduct of the local school district.
17. Selects intervention and strategies according to the needs and desires and abilities of the individual, and prepares written behavior interventions and strategies, and support plans.
18. Completes reports and other paperwork within the established timeframes.

19. Participate in conducting a functional behavioral assessment when disciplinary action involving a change in placement for more than 10 school days is contemplated for a student whose behavior violated any rule of conduct of the local school district.

20. Maintain and improve professional competencies in the field of BCBA through active membership in professional associations, current readings, attendance at professional conferences/workshops, and approved college course work.
21. Complete and submits in a timely fashion student record information as requested for local, state, and federal reports.
22. Assists with in-service training of district and school personnel.
23. Corroborates with other team members in assigning the specific aspects of the functional assessment to the appropriate team members.
24. Corroborates with team members in prioritizing cases and assigning appropriate interventions and assessments.
25. Actively communicate with parents regarding student progress whenever necessary to ensure the best possible school and home environment for students.
26. Performs such other professional duties as may be assigned by the Director of Special Projects or his/her designee.
27. Stay current on district initiatives and programs, through attending district workshops on the New Jersey Student Learning Standards, Interventions, Curriculum, etc.

TERMS OF EMPLOYMENT: 11 months. Salary to be determined by the Board

based on experience and skill level.

EVALUATION: Performance of this job will be evaluated annually in accordance

with state law, administrative code, and the board’s policy on

evaluation of certified personnel.

Approved: October 18, 2023

Legal References:

N.J.S.A. 10:5 Law Against Discrimination

N.J.S.A. 18A:6-7.1 Criminal history record; employee in regular contact with pupils; grounds for disqualification from employment; exception

N.J.S.A. 18A:6-10 Dismissal and reduction in compensation of persons under tenure in public school system

N.J.S.A. 18A:16-1 Officers and employees

N.J.S.A. 18A:16-2 Physical examinations; requirement

N.J.S.A. 18A:26-1 Citizenship of teachers, etc.

N.J.S.A. 18A:26-2 Certificates required; exception

N.J.S.A. 18A:27 Employment and contracts

N.J.S.A. 18A:28-3 No tenure for noncitizens

N.J.S.A. 18A:28-5 Tenure of teaching staff members

N.J.S.A. 18A:28-8 Notice of intention to resign required

N.J.S.A. 18A:46 Classes and facilities for handicapped children

See particularly:

N.J.S.A. 18A:46-5.1 Basic child study team services; provision by boards of education and state operated programs

N.J.A.C. 6A:7 Managing for equality and equity in education

N.J.A.C. 6A:8 Standards and assessment

N.J.A.C. 6A:9 Professional licensure and standards

See particularly:

N.J.A.C. 6A:9-3.3 Professional standards for teachers

N.J.A.C. 6A:9B State board of examiners and certification

See particularly:

N.J.A.C. 6A:9B-5 General certification policies

N.J.A.C. 6A:9B-9 Requirements for educational services certificate

N.J.A.C. 6A:9B-10.3 Special education

N.J.A.C. 6A:9B-12.5 School social worker

N.J.A.C. 6A:9B-12.8 School counselor

N.J.A.C. 6A:9B-12.9 School psychologist

N.J.A.C. 6A:9B-12.10 Learning disabilities teacher-consultant

N.J.A.C. 6A:9C-3 Required professional development for teachers and school leaders

N.J.A.C. 6A:10 Educator effectiveness

See particularly:

N.J.A.C. 6A:10-2.1 et seq. Evaluation of teaching staff members

N.J.A.C. 6A:10-4.1 et seq. Components of teacher evaluation

N.J.A.C. 6A:10-6.1 et seq. Evaluation of teaching staff members other than teachers, principals, vice principals and assistant principals

N.J.A.C. 6A:14 Special education

N.J.A.C. 6A:16 Programs to support student development

N.J.A.C. 6A:32-4 Employment of teaching staff

N.J.A.C. 6A:32-5.1 Standards for determining seniority

N.J.A.C. 6A:32-6 School employee physical examinations

N.J.A.C. 6A:32-7 Student records

N.J.A.C. 6A:32-8 Attendance and pupil accounting

Immigration Reform and Control Act of 1986, 8 U.S.C.A. 1100 et seq.

Individuals with Disabilities Education Act (IDEA), 20 U.S.C. 1400 et seq.

Agostini v. Felton, 65 U.S.L.W. 4524 (1997), overruling Aguilar v. Felton, 473 U.S. 402 (1985)

Honig v. Doe, 484 U.S. 305 (1988)

Oberti v. Board of Education of Clementon School District, 995 F.2d 1204, 1216-17 (3d Cir. 1993)

Every Student Succeeds Act, Pub. L. 114-95, Title 1, 20 U.S.C.A. 6301 et seq.