Board Certified Behavior Analyst

Typical Board Certified Behavior Analyst (BCBA) assignments are 8 hours/day and 11 months/year.

Benefits Include:

100% covered medical insurance premiums for you and your family (Six $0 plans to choose from

• including Anthem PPO and Kaiser!

) Paid sick time, holidays, and vacation Employees' children are eligible to attend SMMUSD schools PERS (retirement pension)

BASIC FUNCTION

Under general direction, plans, provides, and oversees the delivery of intensive behavior intervention services, including behavioral consultation and training, for students with exceptional needs.

MINIMUM QUALIFICATIONS EDUCATION

Master's degree with graduate level coursework in behavior analysis from an institution of higher learning recognized by the council of Higher Education Accreditation. Foreign degrees and credit units require translation and equivalency established by an agency recognized by the Commission on Teacher Credentialing.

EXPERIENCE

: Two years of experience providing behavior analytic services to Special Education students in a public K-12 education environment, including developing, implementing, modifying, and monitoring behavior intervention plans.

ADDITIONAL REQUIREMENTS/INFORMATION

Possession of a current Board-Certified Behavior Analyst (BCBA) certificate through the Behavior Analyst Certification Board is required A valid California Driver License and availability of private transportation or ability to obtain transportation between job sites is required Experience as a Crisis Prevention Institute (CPI) certified instructor is highly desirable

DISTINGUISHING CHARACTERISTICS AMONG RELATED CLASSES

The Paraeducator 3 provides students with ongoing behavior monitoring, data collection, and intervention support, whereas a Board Certified Behavior Analyst (BCBA) possesses a BCBA certificate and models support duties to demonstrate proper technique and conducts behavior assessments The credentialed BCBA is required to have a Pupil Personnel Services credential (School Psychologist or School Counseling authorization) and provides district-level program evaluation, whereas a classified BCBA oversees the delivery of intervention services at the school site level

REPRESENTATIVE DUTIES

Participates in Individual Education Plan (IEP) meetings to provide input and recommendations to the IEP team regarding tracking and monitoring IEP goals and behavior plans Recommends, implements and evaluates behavior intervention plans and IEP goals Administers Functional Behavior Assessments and Functional Analysis Assessments Administers emergency safety interventions using non-violent crisis prevention and intervention strategies Provides guidance and support to teachers, administrators, staff, and parents on the use of Positive Behavior Interventions and Supports (PBIS) Communicates with teachers, administrators, parents, and students to facilitate the development and delivery of behavioral intervention plans, program materials and stimuli, data collection techniques, and progress monitoring systems Leads by guiding, training, and reviewing the work of staff Participates in conferences, workshops, trainings, meetings, and committees Collects data, updates records, and prepares statistical and narrative reports on matters related to behavior support strategies and behavior intervention services Plans, coordinates, develops, and conducts workshops, trainings, and presentations related to PBIS to District staff Reviews records and reports for discrepancies to ensure compliance with relevant legal and procedural requirements Performs other related duties as assigned

JOB REQUIREMENTS KNOWLEDGE

Needs of students with disabilities and their families Principles, practices, and techniques of Applied Behavior Analysis Principles, practices, and techniques of assessing and evaluating behavioral needs of children Principles of child development and behavior Trends in early intervention and evidence based programs Federal, state, and local codes, regulations, rules, and laws pertaining to special education Principles, practices, and techniques of information gathering Principles and practices of recordkeeping and maintaining documentation

CORE COMPETENCIES

Adaptability

• Responding positively to change and modifying behavior as the situation requires Analyzing and Interpreting Data
• Drawing meaning and conclusions from quantitative and/or qualitative data Cultural Proficiency
• Modeling communication and interaction that respect and include all individuals and their languages, abilities, religions, and cultures Critical Thinking
• Analytically and logically evaluating information, propositions, and claims Developing Others
• Supporting others in stretching and expanding their capabilities Fact Finding
• Obtaining facts and data pertaining to an issue or question Handling Conflict
• Managing interpersonally strained situations Informing
• Proactively obtaining and sharing information Legal & Regulatory Navigation
• Understanding, interpreting and ensuring compliance with laws and regulations. Presentation Skill
• Formally delivering information to groups Professional & Technical Expertise
• Applying technical subject matter to the job Self-Management
• Showing personal organization, self-discipline, and dependability Teamwork
• Collaborating with others to achieve shared goals

SUPERVISION

Supervision is received from higher level management within Special Education. Responsibilities include providing lead direction to paraprofessional staff. No supervision is exercised.

WORKING CONDITIONS ENVIRONMENT

Office and classroom environment. Constant interruptions. Subject to exposure to emotional and volatile individuals.

PHYSICAL DEMANDS

Dexterity of hands and fingers to operate standard office and classroom equipment. Sitting or standing for extended periods of time. Bending at the waist, kneeling or crouching to assist students. Reaching arms above the shoulders. Seeing to read a variety of materials and monitor student activities. Hearing and speaking to exchange information. Other demands include running, reacting, and moving quickly; safely cleaning up body fluids; and ability to apply Crisis Prevention Institute (CPI) physical safety interventions.

THE APPLICATION PROCESS

To be considered for an employment opportunity with the Santa Monica-Malibu Unified School District, it is necessary for you to complete an official District Application and Supplemental Questions. Resumes will not be accepted in lieu of an application. The application is part of the examination process and is part of your total evaluation of qualifications for employment.

THE EXAMINATION PROCESS

For those candidates who meet the minimum qualifications, the examination process will consist of any one or more of the following: Training and Experience Evaluation, Written Test, Performance Test, and/or Structured Interview. Additional information pertaining to the examination process will be emailed to those candidates who meet the minimum qualifications.

EXAMINATION PROTESTS

Protest of any part of the examination process must be in writing and received in the office of the Director of Classified Personnel no later than five (5) working days from the date you were notified of examination results. All notifications are sent electronically via email. Any protest must include rationale to support the protest and must be based on illegal discrimination, abuse of discretion, or procedure/process error. We are not responsible for any incoming mail that is lost or misdirected after it has been entrusted to the US Postal Service.

ACCOMMODATION FOR DISABLED

If you have a disability that may require an accommodation in any of these examination procedures, please notify the Personnel Commission in writing at the time you submit your application.

ESTABLISHMENT OF ELIGIBILITY LIST

This examination process shall be open to all qualified applicants and shall result in one integrated eligibility list. All eligibility lists shall be established in accordance with Personnel Commission rules and shall be established for a period one (1) year, unless otherwise noted, or until there are fewer than three (3) ranks of eligible candidates who are available. Candidates are placed on the eligibility list in rank order according to their final examination score. Final examination scores will not change, but ranking may change as other candidates are added or removed from the list.

ADVANCED STEP PLACEMENT

Generally, new employees start at the first step on the appointed salary schedule. When filling a permanent vacancy, a new employee may request a higher salary placement based on having training and experience that greatly exceeds the minimum qualifications. An employee may submit a formal request for advanced step consideration on or after the first day of employment. Education transcripts, training certificates, and additional references may be requested for verification purposes.

HOW YOU WILL HEAR FROM US

All correspondence and notifications regarding this recruitment will be sent to the email address you provide. It is your responsibility to review, follow instructions, and respond to information in a timely manner; as if it was a function of your job. The provisions of this announcement do not constitute an expressed or implied contract, and any provisions contained in this announcement may be modified or revoked without notice.