Please note that this posting closes at 3:00 pm on the date listed above.
Job TitleBoard Certified Behavior Analyst (BCBA) Department/LocationCollege & Career Readiness SupervisorAssociate Director of Multi-Tiered Systems of Support (MTSS) Salary ScheduleMiddle ManagerLane PlacementF Contract Length10 months (203 days) FTE1.0 FLSA ClassificationExempt Special DesignationsOne-year-only Contract
This posting is for a one-year-only contract If you have questions regarding this position please contact Angie Jones or Scott Bell at (385) 646-4008 or email asjones1@graniteschools.org, sbell@graniteschools.org
To perform this job successfully, an individual must be able to perform each essential function satisfactorily, with or without reasonable accommodations. The requirements listed below are representative of the knowledge, skills, training, education, responsibilities, abilities; the machines, tools and equipment used; background; and any licenses or certifications required. Regular attendance and timeliness is an essential job function to perform the essential duties and responsibilities of the position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this position.
The Board-Certified Behavior Analyst (BCBA) supports general education students with behavioral difficulties in the general education setting to help prevent the need for additional services. The position also supports general education teachers to implement positive classroom management strategies, small group interventions, and individual interventions to improve student engagement and academic outcomes.
Essential Functions:
- Provide support to general education teachers, paraeducators, school psychologists, social workers, parents, and school teams in the areas of behavior management, functional behavioral assessments, and behavior intervention planning.
- Consult and collaborate with district staff, individual teachers, and school teams about individual behavioral issues and classroom management concerns.
- Collaborate with teachers and student support teams to provide Tier 2 and Tier 3 interventions for students struggling with behavior in the classroom.
- Assist school teams with positive behavioral intervention strategies.
- Model appropriate positive behavioral intervention strategies, monitoring procedures, data collection, and decision-making processes for teachers, paraeducators, and support staff.
- Plan, develop and deliver professional learning for behavior strategies and implementation as well as ABA strategies and implementation.
- Participate on district level committees.
- Model professional and ethical standards when dealing with students, parents, colleagues, and members of the community.
- Adhere to all applicable federal and state laws, district policies, and procedures.
Non-essential Functions:
- Other duties as assigned.
Required Knowledge and Skills:
- Understanding of the Least Restrictive Behavioral Interventions (LRBI) and discipline requirements.
- Skills in developing functional behavioral assessment and behavior intervention plans.
- Expertise in validated and effective behavior management practices
- Ability to develop effective curricular adaptations and behavioral interventions that support active engagement in learning
- Strong interpersonal, communication, and collaboration skills that foster supportive interaction among professionals, parents, paraeducators and students
- An understanding of teaching as a profession, maintaining the standards of professional conduct and providing leadership to improve student's learning and well-being
Required Education and Qualifications:
- Requires a master's degree from a regionally-accredited university in Behavior Analysis, Education, or Psychology.
- Requires one of the following:
- a valid Behavior Analyst License issued by the Utah Division of Occupational and Professional Licensing; or
- an equivalent license in another state or country.
Required Prior Experience:
- Not applicable.
Assigned Decision Making:
- Decisions are made as a team under the direction of the College & Career Readiness (CCR) Director, MTSS Associate Director and CCR department leadership
Non-supervisory Interaction:
- Strong interpersonal skills along with a demonstrated ability to work collaboratively with a diverse group of people.
- Able to create and support a team-based environment within the program and department.
- Work closely with CCR Director, MTSS Associate Director, CCR secretary, and CCR department members.
Supervisory Responsibility:
- Not applicable.
Budget Responsibility:
- Not applicable.
Working Environment:
- Work takes place in a typical office environment.
- Tasks may involve extended periods of time at a keyboard or workstation.
- Works independently while dealing with interruptions that stop current work to resolve problems.
Physical Demands:
This list of essential and marginal functions and of physical requirements is not exhaustive and may be supplemented in accordance with the requirements of the job.
- While performing the duties of this job, the employee is regularly required to speak and/or hear.
- The employee is frequently required to stand; walk; reach with hands and arms and stoop, kneel, and crouch.
- The employee is occasionally required to use hands to handle or feel objects and must occasionally climb or balance.
- Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision and depth perception.
- The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 20 pounds.
