POSITION: Behavioral Specialist (BCBA), permanent

LOCATION: TBD

START DATE: Immediately

CERTIFICATION NEEDED: BCBA State Certification
HOURS: 7.5 hours/day
SALARY: As per UDEA Contract

 

PRIMARY PURPOSE:

 

The primary purpose of the Behavioral Specialist is for the efficient and satisfactory performance of behavior support services for eligible students as a result of the MDE and IEP processes or who are otherwise assigned to you at the discretion of the District.  The job of the Behavioral Specialist is established for the purpose of effective positive behavioral change in students; providing supportive interventions to students, staff and/or parents; and complying with Federal, State, County, and District policies regulations and procedures. 

 

REPORTING RELATIONSHIP:

• The Behavioral Specialist reports directly to the Supervisor of Special Education and Director of Student Services.
• Works cooperatively with administration, supervisors, staff, parents and students to perform job responsibilities.

 

TERMS OF EMPLOYMENT:

As outlined in the current Collective Bargaining Agreement

Salary (step/level placement) & Benefits are as described in the current Collective

Bargaining Agreement.

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

The list is intended to be illustrative rather than complete and serves to show major duties and responsibilities and does not express or imply that these are the only duties to be performed by the incumbent in this position.  The employee will be required to perform any other position-related duties requested by the Supervisor of Special Education and/or Director of Pupil Services.

 

1. Acts as liaison with the public and mental health community for the purpose of supporting individual student developmental goals.
2. Complete Functional Behavioral Assessment and develop positive behavior support plans for students in need of formal behavioral interventions.
3. Consult with staff to support informal behavioral interventions for students through the MTSS framework, conduct informal observations and assist with development of progress monitoring systems.
4. Oversee programs and services for behaviorally or emotionally disturbed students for the purpose of improved functioning and ensuring program eligibility and compliance with established guidelines.
5. Conduct workshops, training, in-service presentations, etc. in classroom management techniques and other topics for the purpose of developing skills and establishing effective relationships with behaviorally or emotionally disturbed students.
6. Participate in a variety of meetings, workshops and committees for the purpose of conveying and/or gathering information required to perform functions and remaining knowledgeable with program guidelines.
7. Complete all reporting requirements as mandated by the District, state, federal, and educational agencies (i.e. restraint and seclusion, assessments, behavioral data).
8. Participate in the development of Individualized Educational Programs for students.
9. Collect and summarize behavioral data.
10. Assist with student crisis intervention.
11. Perform other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
12. Provide all written reports, attend procedural meetings and consult with District personnel as required by MDE and IEP processes, special education laws and regulations and District policy or otherwise requested by the District.
13. Other duties assigned by the Supervisor of Special Education and/or Director of Pupil Services.

 

QUALIFICATIONS & PHYSICAL REQUIREMENTS:

To successfully perform this position, a person must be able to perform each essential duty satisfactorily.  The qualification requirements listed below represent minimum levels of educational achievement, training, skill and/or ability necessary. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

•  Possess effective interpersonal skills with the ability to interface diplomatically with teachers, administrators, parents, students, support staff, co-workers and outside professional contacts.
• Possess effective communication, judgment, planning and human relation skills.
• Attend work related meetings.
• Handle confidential information.
• Maintain stamina during the workday.
• Meet deadlines, stay organized.
• Use hands to finger, handle or feel objects, tools or controls, and to talk and hear. 
• Have specific vision abilities; to include close vision and the ability to adjust focus.
• Need to occasionally move about inside the office to access file cabinets, office machinery, etc.
• Operate a computer and other office productivity machinery, such as calculator, copy machine, and computer printer.
• Concentrate on tasks.

 

LIFTING REQUIREMENTS: Indicate what statement best describes the usual lifting activity.

_____ Sedentary Lifting up to 10 lbs. maximum and carrying small items.

_____  Light Lifting up to 20 lbs. maximum with frequent lifting of objects up to 10 lbs.

_____ Medium Lifting up to 50 lbs. maximum and carrying object up to 25 lbs.

      X   Heavy Lifting up to 100 lbs. and carrying objects up to 50 lbs.

 

PHYSICAL DEMANDS:  Indicate what best describes the physical activities for the job.

	Not Required*	Occasional*	Frequent*	Constant*
Bending		X
Pushing		X
Hearing				X
Reaching		X
Climbing		X
Seeing				X
Speaking			X
Standing			X
Walking			X

*Definitions:

Not Required – This activity may not be a routine part of the job.

Occasional – This activity is an essential part of the job at random intervals.

Frequent – This activity is a usual and customary part of the job.

Constant – This activity is continually occurring as part of the job.

 

Certificates, Licenses, and Registrations
Act 34 – Criminal History Clearance
Act 152 – Child Abuse History Clearance
FBI – Fingerprint check
Approved physical to be free from Tuberculosis

 

The School District of Upper Dublin is an equal opportunity employment, educational and service organization.