Cedar Rapids Community School District
2019-2020 School Year
SUMMARY: Provides training and support to school personnel who work with students with challenging behaviors.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
Essential duties must be performed on site. Other duties or tasks may be assigned.
Member of the District’s Challenging Behavior Team
Work as part of a collaborative team along with district staff to provide expertise in the analysis of challenging behavior.
Directly observe the behaviors of concern and collect various types of data needed for baseline, assessment and on-going monitoring.
Conduct extensive and detailed assessment to determine possible factors in the environment that may contribute to the occurrence of the behavior and hypothesize the function of the behavior.
Supports district behavior technicians by developing, monitoring and implementing programming for individual students
Develop effective intervention plans based on results of assessments. Write and revise behavior intervention plans.
Support and collaborate with school teams to implement behavior interventions plans.
Provide training, modeling and coaching to staff who will be implementing recommended behavior interventions.
Develop fidelity checklists to ensure interventions are delivered with integrity and to allow for feedback and follow-up.
Evaluate behavior intervention plans and analyze data to determine its effectiveness and make data-based decisions.
Provides staff development utilizing research-based strategies in the areas of behavior assessment and intervention.
Assist in implementing programs by modeling, training and coaching teachers, paraeducators, or other school personnel in the use of research–based strategies or promising practices.
Attend meetings with parent, school personnel, AEA staff, and student (if appropriate) to explain the rationale behind the use of selected strategies or practices.
Supports and implements the District’s curriculum, standards and benchmarks.
Provides active communication and positive relationships with parents and community members.
Will work as part of the team that delivers non-violent crisis intervention strategies.
Assists in planning and delivery of social/emotional/behavioral school-wide programming.
Assists and collaborates with the principal, school counselor, staff, parents and students on matters pertaining to behavior analysis.
Maintains appropriate records and protects the confidentiality of data.
Reports to work as scheduled on a regular and reliable basis.
Other duties as assigned.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE:
Masters Degree in Psychology, Behavior Analysis, Education or related field.
Board Certified Behavior Analyst or 3 years or more of experience working with individuals with extremely challenging behaviors.
Ability to work as a member of a multi-disciplinary team.
Ability to develop programs and train school personnel on the use of research–based strategies or promising practice found to be effective with extremely challenging behaviors.
Ability to read, analyze, interpret, and implement ideas contained in technical documents, assessment data, professional journals and regulations. Ability to effectively write reports and communications to students, colleagues, parents and staff. Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students. Ability to assist students in the areas of language and literacy.
Ability to perform basic mathematical functions such as addition, subtraction, multiplication, division, percentages, decimals and fractions. Ability to assist students in implementing these mathematical concepts.
Ability to solve problems effectively. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
- Believes that all children can attain high levels of learning.
- Takes responsibility for the learning of our children and his/her own performance.
- Possesses the knowledge and skills to build effective educational experiences that benefit all children.
- Applies the principles of continuous improvement through the use of quality tools and processes.
- Functions as an effective member of the educational/school team.
- Won’t shy from today’s educational challenges.
- Utilizes effective interpersonal skills.
- Has a track record of success.
- Works with great integrity.
Ability to apply knowledge of current research as it relates to the support of the Educational Goals of the District. Ability to establish and maintain effective working relationships with students, staff and the school community. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies.
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 essential functions.
While performing the duties of this job, the employee is frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; talk and hear. The employee frequently must squat, stoop or kneel, reach above the head and forward 0 -24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job. The employee must frequently lift and/or move up to 50 pounds 0 – 12 feet and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc.
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made too enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually quiet. The position requires the commitment of professional working hours that may require the employee to extend beyond a typical 7:30 a.m. to 3:30 p.m. workday. The employee will frequently work in different areas of the classroom including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, etc. The employee will usually work in indoor temperatures but will work outdoors or when supervising students outside of the classroom.
The information contained in this job description is in compliance with the Americans with Disabilities Act (A.D.A) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual holding this position and additional duties may be assigned.
The Cedar Rapids Community School District is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.
Non-Administrative Meet and Confer, Table B
200 day employee
To apply for this job please visit the following URL:https://www.indeed.com/viewjob?t=Behavior+Analyst&c=Cedar+Rapids+Community+School+District&l=Cedar+Rapids%2C+IA&jk=e2bd160200194132&rtk=1dcn4v4gqb6bb800&from=rss→