POSITION SUMMARY:

This position reports to the Director of Education or to the Education Specialist. Provides behavioral, social-emotional, and academic support for students through the training of certified and non-certified staff, program design through the directive of the IEP and PPT process and with the collaboration of students’ teams and through direct work with students. Works collaboratively with school staff to design, implement, monitor, and continuously improve effective academic, behavioral, and social/emotional school procedures.  Supervises and evaluates all school support staff. Creates a caring and compassionate environment through ECHN’s Core Values of Teamwork, Communication, Respect and Caring.

EDUCATION/CERTIFICATION:

This position requires a master’s degree from an accredited college or university in Psychology, Special Education, Behavior Analysis, or related field. This position requires certification as a Board-Certified Behavior Analyst (BCBA) from the Behavior Analyst Certification Board (BACB).  Successful completion of the course requirements to become a Crisis Prevention Institute trainer within six months of hire.

EXPERIENCE:

Prior experience working in the Behavioral Health field with children or adolescents, or a school setting is desirable. Prior experience supervising support staff in a Behavioral Health, Home, or School setting is desirable. Familiarity with abuse and neglect reporting and duty-to-warn mandates and knowledge of community-based resources.

COMPETENCIES:

This position requires computer competency with basic knowledge of Microsoft Word and Outlook, strong clinical skills including a demonstrated team orientation, and strong written as well as verbal communication skills using the English language. Must be flexible in approach so that service specific as well as overall system needs can be met. Must be able to function effectively and, at times, independently in an environment where multi-tasking is necessary.

ESSENTIAL DUTIES and RESPONSIBILITIES:
Disclaimer: Job descriptions are not intended, nor should they be construed to be, exhaustive lists of all responsibilities, skills, efforts or working conditions associated with the job.  They are intended to be accurate reflections of the principal duties and responsibilities of this position.  These responsibilities and competencies listed below may change from time to time.

Consults with school staff about school-wide and individual student interventions. Provides ongoing training and professional development for certified and non-certified staff. Conducts observations of students and staff. Completes Functional Behavior Assessments (FBAs) and assists with the development of Behavior Intervention Plans (BIPs) and Behavior Support Plans (BSPs) and monitors progress. In collaboration with the PPT team, plans and implements data-driven programs and assessment tools, and data collection tools to address individual student needs. Documents academic, behavioral, and social/emotional areas of student performance with data collection and in compliance with IEP dates. Completes the setup and monitoring of individual and school-wide data management systems. Periodically checks data and staff compliance with school procedures to ensure interventions are being implemented with fidelity. Attends and participates in student, staff, and/or parent meetings. Engages and communicates with parents and guardians to maintain consistency with interventions at home. Fluently discusses and applies applied behavior analytic concepts, principles, and methodologies. Provides training and feedback regarding instructional and behavioral skills. Models skills for staff and students. Demonstrates knowledge and respect for cultural differences in respect to the treatment approach, as evidenced through documentation and in clinical team meetings. Conveys warmth, genuineness and empathy and respects students as a whole person with strengths and needs, as evidenced through direct observation and student feedback. Performs conscientiously and productively and fulfills responsibilities without reminder, as evidenced by direct observation, and chart audit. Exercises good judgment in seeking help and when acting independently, as evidenced by direct observation and individual and/or group supervision.