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Board Certified Behavior Analyst (Special Education: AutismSpectrum Disorders, Emotional / Behavior

Posted on 9/1/2017 9:12:16 AM

Listing expires 9/29/2017

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Date of Availability: ASAP
INTERMEDIATE SCHOOL DISTRICT 917
POSITION OPENING

Date Posted: September 1, 2017

Position Title: Board Certified Behavior Analyst, Special Education

Assignment Location: Dakota County Technical Center Special Education in Rosemount, MN and various Dakota County, MN locations, primary sites include: Program Alternative for Communication Education and Socialization (PACES), and Transition Education Services Alternative (TESA) Program

Hours per Day: 8.0

Schedule: 7:30 a.m. to 4:00 p.m., Monday through Friday, following the assigned school calendar

Anticipated Start Date: ASAP

Contract Length: 2017 – 2018 school year, continuing contract

Salary: As negotiated
 

POSITION OVERVIEW:

Under the supervision of the Assistant Director/Principal, the Board Certified Behavior Analyst for Intermediate School District 917’s Special Education programs plays a vital role in providing a consistent, safe environment conducive to learning. In this role, one helps lead, model, and encourage respect, communication, and competency through the use of assessments, the development and implementation of positive behavior interventions, the reinforcement of positive behaviors, and use of de-escalation techniques. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. The Board Certified Behavior Analyst will be stepping into a team environment daily, where collaboration, communication, and adaptability are key to the success of the individual, the team, and the success of the students. This role is performed following District policy and State/Federal Laws.
 

RESPONSIBILITIES:
 
  • Consult, communicate, and work cooperatively with teams to provide appropriate programming for students and maintain a positive work environment for all.
  • Conduct functional behavior assessments.
  • Implement positive behavior interventions and supports to support student progress, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use restrictive procedures.
  • Support the development and implementation of individualized education plans in accordance with district practice and state and federal requirements.
  • Provide training to staff related to behavioral recommendations.
  • Comply with School Board policies and administrative practices, including those procedures outlined in the staff and student handbooks.
  • Help to maintain safety of all students and the environment.
  • Utilize data to inform programming decisions and planning for student success.
  • Uses flexible thinking and adaptability to address student needs and responds calmly during crisis situations, when necessary.
 
QUALIFICATIONS:
 
  1. Behavior Analyst (BCBA) preferred.
  2. Experience consulting and implementing positive behavior interventions and supports.
  3. Willingness and ability to work with students receiving a high-level of special education services.
  4. Skills in completing due process paperwork and communicating with parents and other team members.
  5. Willingness to complete training in Professional Crisis Management and implement restrictive procedures.
  6. Excellent oral, written, and interpersonal communication with staff, students, and parents that is maintained during high-stress and crisis situations.
  7. Basic computer and email skills.
 
PHYSICAL REQUIREMENTS:
 
  1. Ability to lift up to 50 pounds weight and up to adult-size body weight with two-to-three-person lift.
  2. Ability to support a student's full body weight up to adult size.
  3. Frequently requires standing, walking, lifting, bending, leaning, and repetitive motions.
  4. Occasionally requires sitting, stooping, kneeling, and crouching.
  5. Ability to tolerate sudden jarring movement.
  6. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
  7. Locations are generally moderately noisy.
 

DISTRICT PROFILE:

Intermediate School District 917 serves the low incidence needs of students receiving special education services from our member school districts in the southeastern metropolitan area.  Students are referred to us by member school districts. Our programs and services include comprehensive options and efficient special education services that expand on what member districts may be able to offer students in their own schools. Programs provide special education and related service support to students from early childhood through age 21 in a variety of different, specialized settings for students with emotional/behavioral disorders, autism spectrum disorders, developmental and cognitive disabilities, mental health needs, those who are deaf and hard of hearing, and learning disabilities.

In our highly-structured and specialized educational environments, you will encounter:
  • Classrooms of 4-8 students supported by a teacher and 3-6 trained paraprofessionals.
  • Behavior support teams, including board certified behavior analysts.
  • Lead teachers to support due process and curriculum development.
  • Collaborative teams, which can include: audiologists, interveners, interpreters, teachers, paraprofessionals, developmental adaptive physical education teachers, occupational therapists, physical therapists, school psychologists, school nurses, health associates, school social workers, and speech language pathologists.
  • Functional spaces, which can include: individualized work spaces for each student, group instruction areas, sensory spaces, break spaces, playground/gym/area for gross motor movement, and safety features for staff and students.

District 917 also provides students from member districts a secondary education program, including Dakota County Area Learning Schools, which provide alternative learning programming both in-person and online to students in need of a positive, safe, and structured learning environment outside their resident high school, and Dakota County Secondary Technical Center, which provides technical education for high school students in 10th, 11th, and 12th grade.


Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/

District 917’s Website: http://www.isd917.k12.mn.us/
Lauren.Kelly@isd917.k12.mn.us
Intermediate School District 917 is an equal opportunity employer 


Intermediate School District 917 uses the applicant tracking system from Frontline Education to manage employment applications online