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.
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
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
● 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
● 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
● 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: $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
Paid Sick Leave 1 day per month accumulative (12 days annually)
Paid Family: Medical, Dental, and Vision
Term Life Insurance Policy: $50,000
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
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.
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.
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.
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