BCBA/School Psychologist

Company Description

JOB SUMMARY:

Under general direction of the Director of Support Services develops behavior management plans for special education students; conducts in-service training regarding the role of behavior

analysis/planning as an educational service; develops, implements and monitors programs to

address student behavior and social needs. Provides educational resources by guiding, directing and monitoring teaching staff in instructional design and curriculum implementation. Provides training to classroom staff to include assisting with crisis management, implementing behavior support plans, and classroom management as needed.

Job Requirements:

 Board Certificate Behavior Analyst (BCBA)

 Possession of a valid California Credential authorizing service as School Psychologist

 Masters or higher degree

 Two (2) years of successful school psychologist experience, classroom teaching or counseling

 Bilingual English and Spanish preferred

Minimum Education Required for Position

Master's Degree

Minimum Certification Required for Position

BCBA Required

Job Description + Responsibilities

ESESSENTIAL JOB FUNCTIONS (BCBA):

 Coordinate and oversee the development and implementation of positive behavior supports and

evidence-based strategies that support the social-emotional and academic learning of students. Establish behavior programs for individual students, schedule support, supervise initial

implementation, and monitor long term outcomes.

 Conduct Functional Behavioral Assessment and Analysis Reports

 Provide classroom teachers with direct and consultative services in Classroom and Instructional

Accommodations and Modifications, Best Practices in Classroom Management and individual student positive behavior support plans (PBIP), Comprehensive Behavior Intervention Plans (CBIP) and Functional Behavioral Assessment (FBA)/Functional Analysis (FA). Analyze data and assist teachers with understanding how the modification of curriculum and instruction strategies positively impacts student behavior and classroom climate.

 Provide supervision and support to paraprofessionals and RBTs.

 Analyze and interpret individual student academic, social and behavior data.

 Modify academic, social and behavior programs based on data analysis.

 Maintain and oversee the maintenance of progress records for individual students.

 Read, interpret, apply and explain regulations, policies and procedures applicable to behavior analysis for special education students, teachers and teacher assistants.

 Prepare oral and written presentations and reports.

 Participate in IEP meetings by chairing the meeting and presenting reports.

 Supervise the Academic and Behavioral Student Progress Monitoring Systems to ensure the reliability and validity of data collected. This includes staff training in the various data systems, assistance in data analysis and writing quarterly reports required by California Department of Education.

 Coach staff by modeling expected performance and by providing performance feedback.

 Train staff, students, and parents, in positive behavioral management techniques and instructional strategies which incorporate best practice in working with diverse cultural populations.

 Collaborate with interdisciplinary team members to ensure comprehensive care for students.

 Participate in developing specific behavior plans and assist with developing IEP goals and objectives to address the needs of students and family members. Coordinate implementation of behavioral goals and objectives.

ESSENTIAL JOB FUNCTIONS (Psychologist):

● Performs a variety of individual psycho-educational assessments which assist in

identification of specific learning, emotional and behavioral disabilities;

● Prepares recommendations pertaining to student remediation, placement in special

programs, and psycho-educational interventions;

● Consults and confers with school site staff in supporting the development and maintenance of

a school-based MTSS model to support all learners.

● Demonstrates a thorough understanding of functional behavior assessments and willingness

to design and implement behavior interventions to increase appropriate target behaviors with

students.

● Meets with teachers and parents for pupil evaluation reviews, and provides pupil profiles of

student progress-monitoring, and learning strengths and weaknesses;

● Serves as a member to student intervention teams when needed and collaborates with other

team members in planning special programs, and in the use of remedial instructional

materials for students with special needs;

● Consults with parents to further their understanding of the learning and emotional

adjustment issues to their children;

● Counsels pupils individually and in small groups using a variety of data collection and

counseling techniques;

● Serves as a resource to site and district personnel and members of the school community

concerning services for students;

● Assists in the development and monitoring of individual education plans for students with

exceptional needs;

● Assists in identifying school psychological service needs;

● Plans and presents, as requested, information pertaining to school psychological services,

current research, and best practices in school psychology at staff meetings.

● Performs other duties and responsibilities as required by the by the Superintendent or

designee, in order to accomplish the goals and objectives of the district.

Salary, Benefits, + Opportunities

Salary: $113,722 - $153,103

Work Calendar: 213 Work Days

EDD Degree: $1,500/yr

Annual Car Allowance: &700

Supervisor of Intern: $5,00/Intern (Psychologist)

Bilingual Certificate Tier I Oral: $600

Bilingual Certificate Tier II Written: $600

Extra Duty Hourly Rate: $65

Benefits:

Paid Sick Leave 1 day per month accumulative (12 days annually)

Paid Family: Medical, Dental, and Vision

Term Life Insurance Policy: $50,000

Other Requirements

KNOWLEDGE AND SKILLS:

Principles and methods of behavior analysis; theory of behavior and socialization needs of special

education students; PBIS/MTSS objectives of behavior intervention techniques, treatment and

services; socialization activities used in behavior management; principles of consultation, training

and technical supervision; health and safety regulations; effective record-keeping techniques; correct English usage including grammar, spelling, punctuation and vocabulary; interpersonal skills using tact, patience and courtesy; and equipment used to provide behavior therapy.

Human growth/development, abnormal psychology, learning differences, special education law,

effective group/individual counseling techniques, principles, methods, techniques, strategies, and

trends in education; familiarity with psychological/academic appraisal instruments, techniques, and

procedures; curriculum and instruction programs proven to be beneficial to students with special

learning needs.

ABILITY TO:

Identify and analyze areas of behavior and socialization needs; conduct Functional Behavioral

Assessment and Analysis Reports; develop and implement Behavior Intervention Plans, goals and

objectives; provide consultation for classroom behavior management plans; explain and provide

training regarding behavior management principles and methods (Direct Instruction, etc.); provide

technical guidance to other personnel.(e.g. RBT); establish and maintain behavior observation files

and logs; apply appropriate positive behavior management procedures in working with students, and

staff at all grade levels; work cooperatively with others; understand and follow oral and written

directions in English; meet schedules and timelines, plan and organize work, work confidentially with

discretion; read, explain and follow rules, regulations, policies and procedures; maintain records

adhering to established procedures; and complete assigned work in a timely manner.

Administer and interpret assessment data; maintain professional working relationships with pupils,

parents, colleagues, and supervising staff member; effectively and efficiently assess students; aid in

analyzing and developing alternative solutions to behavioral, educational, social, and emotional

problems/concerns; and effectively participate in planning/implementation of IEPs.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee

to successfully perform the essential functions of this job. Reasonable accommodations may be

made to enable individuals with disabilities to perform the essentials functions. While performing the

duties of this job, the employee is regularly required to talk or hear. The employee frequently is

required to stand, walk, and use hands to finger, handle, or feel objects, tools, or controls. The

employee is occasionally required to sit and reach with hands and arms.

The employee must regularly lift and/or move up to 25 pounds, frequently lift and/or move up to 20

pounds, and occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this

job include close vision, distance vision, color vision, peripheral vision, depth perception, and the

ability to adjust focus.

WORK ENVIRONMENT:

The work environment characteristic described here are representative of those an employee

encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee occasionally works in outside weather conditions. The noise level in the work environment is usually moderate.