FTE: HOURS PER DAY: CONTRACT TYPE: ANTICIPATED START DATE:
1.0 8 Continuing August, 2014
SUMMARY OF ASSIGNMENTS:
One of Washington's premiere emerging charter schools, The Village Academy is seeking outstanding candidates to fill the Board Certified Behavior Analyst (BCBA) position. Successful candidates will support principals and other administrative staff in maintaining Special Education compliance with federal mandates and district policies related to student rights and responsibilities, compliance with I.D.E.A. (Part A, B, C, D) student records, discipline, and services for students with disabilities, particularly student with autism and behavior issues; assure ongoing communication between the district and community advocacy agencies. Assist building administrators, certificated and classified personnel and parents in resolving student problems, and support special education programs as assigned.
The BCBA will work Directly with the Director of Special Education and will promote the academic and social/emotional well-being of all students with disabilities by developing and managing all aspects of effective special education programs. He or she will ensure that all students, particularly those with autism and behavior disorders, get fair and equal access to educational opportunities by developing teachers, educating administrators, and securing resources. He/She will work closely with children of varying ability levels including but not limited to those with developmental delays, autism, ADD/ ADHD, and behavioral related disorders.
Participate in the development of crisis intervention and discipline policies and procedures that are consistently applied to students with autism and those who demonstrate a range of behaviors. Applicants should have experience with implementing Functional Behavior Assessments and Behavioral Intervention Plans with children on IEPs.
Provide high quality consultation and support to School Leaders on special education issues including high needs cases, Response to Intervention, and compliance, particularly those who have autism and those who demonstrate a range of behaviors.
Provide coaching and mentoring for Special Education teachers and Educational Assistants in the areas of classroom instruction/strategies, IEP development and management, compliance, high intensity cases, co-planning/co-teaching and other necessary areas for children with autism and other behavior related issues.
Administer verbal behavior assessments, conduct language, play, and skill-based assessments, and will participate in designing, implementing, and/or training others using individualized language, play and skill-based curricula.
Secure professional development and training opportunities for all teachers, staff, and students in regards to successful integration of children with autism and behavior related issues into a mainstream class. Develop training tools that educate teachers while providing important user-friendly information about students with disabilities in inclusion classes; model effective teaching strategies.
Work with the Special Education Director to ensure that general education teachers understand their roles and participate effectively in IEP meetings pertaining to children with autism and those who demonstrate behaviors.
Work with the Special Education Director to help special and general educators ensure compliance with IDEA's requirements for conducting Child Find.
Determine what staff qualifications are essential to build a successful special education program.
Strong applicants will have supervised experience in the education of learners with autism across educational and community settings, as well as familiarity with designing, participating in, or supervising programs for young children with autism.
Collecting, graphing, analyzing, displaying and discussing data based progress is a must.
Work cooperatively with other administrators--advise school principal and other appropriate district administrators of progress, problems, and other information regarding the needs of students with disabilities and the effectiveness of the school's program’s to meet those needs.
Ensure the successful integration of every student into the least restrictive environment.
Work cooperatively with the community to provide transparency, ensure support, and solicit comments on progress, problems, and other information regarding the school's program.
Any other assignment as directed by the principal or The Ducere Group.
Masters Degree in Education, Special Education, Psychology or a related field, from an ABA accredited program.
Training and certification under the Behavior Analysis Certification Program (BACB) for Applied Behavior Analysis as a Board Certified Behavior Analyst.
Preference will be given to applicants who are Board Certified Behavior Analyst with experience in an educational setting.
General knowledge of the developmental disabilities system in Washington.
Ability to work independently and prioritize tasks/goals for self and others.
Effective written and verbal communication skills with individuals and groups at all professional levels.
Two years experience providing services to individuals with developmental disabilities. This includes at least 120 hours of direct services to individuals with complex behavior problems
Effective with shifting roles, responsibilities, and expectations in a changing environment.