The Florida Autism Center of Excellence (FACE), a Hillsborough County charter school serving families on the autism spectrum, is seeking a BCBA Manager to lead the Behavior Unit. Reporting to the Executive Director, the BCBA will have overall operational, academic, and financial responsibility for the behavior unit ultimately rolling up to the FACE programs and execution of its mission. S/he will have a passion for developing and improving our behavior unit and its programs and operations and driving them to reality.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
· Assures adherence to school, school district, state and federal regulations and procedures by closely monitoring quality and effectiveness in the development and implementation of student Positive Behavior Intervention Plans (PBIP).
· Represents the school during IEP meetings and provides data regarding student behavior as necessary.
· Establishes and maintains effective relations with parents, care providers and district personnel, always projecting a positive school image.
· Carries out responsibilities in accordance with the school’s policies and applicable laws.
· Provides support and guidance to classroom staff in behavior management, PBIP implementation and data collection to promote greater independence for students.
· Conducts and documents functional assessments of behavior, reviews and analyzes student data, writes PBIP’s, trains teachers on managing classroom behaviors, and responds to behavior crisis calls as needed.
· Assesses student progress through consistent review of classroom data collection and application of reports; provides guidance to classroom staff accordingly in addressing student needs.
· Provides classroom support that emphasizes acquisition of functional and academic skills in the least restrictive manner and setting, as specified in the IEP.
· Functions as a role model for effective teaching as well as for communication and problem solving with staff; reinforces the school's emphasis on behavior analysis, an empirical approach to education, the extensive use of data in decision making and the use of positive reinforcement to achieve maximum performance when working with students and co-workers.
· Coach’s classroom staff in creating and maintaining an age appropriate, attractive, clean physical environment favorable to student progress and which meets the standards established by the school.
· Assists in identifying and reporting potential safety issues/hazards, including, but not limited to, improper use of standard precautions, emergency preparedness procedures and behavior intervention techniques.
· Provides support to classroom staff by working 1:1 with students and assisting in collection of behavioral and academic data.
· Trains staff in proper de-escalation and restraint techniques.
· Manages the Behavior Services department, supporting RBT’s in their assigned classrooms by providing supervision, coaching and continuous feedback.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. An individual must be able to perform their duties in a positive work mode and serve as a positive role model and influence for clients and peers. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Master's degree in education, special education, applied behavior analysis or other related field. Two years classroom experience with individuals with severe disabilities and challenging behaviors. Three years’ experience in Behavior Analysis, with one-year experience supervising Behavior Analysts. Proficient in Microsoft Office applications.
Because the BCBA engages a wide variety of stakeholders, the role requires sound communication skills. Specifically, they must have experience:
· Relating to a wide variety of people; ability to observe, listen and distill insights for school staff and families.
· Effectively presenting information and respond to questions from staff, the Board of Directors, the school district and FACE families.
· Showing strong written and verbal skills, and experience presenting to executive level audiences.
· Writing clear reports and business correspondence for non-technical audiences; presenting to executive level audiences
· Writing clear procedural documents.
REASONING ABILITY AND JUDGMENT:
The BCBA must exhibit sound judgment as demonstrated for example through:
· The ability to define problems, collects data, establish facts, and draw valid conclusions.
· Excellent problem-solving and decision-making skills.
· The ability to exercise strict confidence in handling sensitive information.
To effectively engage with school staff, students and families, the role will regularly do the following in performing the duties of the job:
· Sit, stand, walk, talk, hear and use arms and hands to reach, handle or feel.
· See, recognize and enter situations demanding their attention, such as students acting inappropriately.
· Lift and/or move up to 10 pounds, and occasionally up to 50 pounds.
· Climb, balance, stoop, kneel, crouch, or crawl as typically required in a school environment.
Given the nature of the school, the BCBA will be required to physically restrain students, using authorized restraint procedures as a last resort for protection of the students and staff.
The work environment is a special education setting. While performing the essential functions of the job, the BCBA will be exposed to students who ask inappropriate personal questions, display socially unacceptable personal behaviors, use profanity and sexually explicit phrases, make insulting remarks or threats regarding appearance, age, sex or race, and exhibit defiance, dishonesty, and assaultive or self-destructive behaviors. The employee may occasionally travel for conferences and professional events. The noise level in the work environment is usually quiet to moderate.