SALEM CITY SCHOOLS IS SEARCHING FOR QUALIFIED APPLICANTS FOR THE POSITION OF BOARD CERTIFIED BEHAVIOR ANALYST FOR THE 2026-2027 SCHOOL YEAR.

BOARD CERTIFIED BEHAVIOR ANALYST

GENERAL DEFINITION AND CONDITIONS OF WORK:

Performs difficult professional work providing and supervising behavior analytic services for students enrolled in educational programs.  The Board Certified Behavior Analyst provides support and professional learning to school administrators, teachers, instructional assistants, and coaches in appropriate behavior intervention techniques; oversees and conducts assessments and plans development that conform to IDEA, VDOE standards, and requirements of the BCBA.  The Board Certified Behavior Analyst also performs related work as required.  This work is performed under the regular supervision of the Director of Student Services.  This is an exempt position as defined by the Fair Labor Standards Act.  Employees holding exempt positions often are required to follow a flexible work schedule, which may include working extended hours to meet specific job responsibilities.  The contracted salary covers all hours worked.

Some light work requiring the exertion of up to 20 pounds of force occasionally, up to 10 pounds of force frequently, and a negligible amount of force constantly to move objects.  This job requires significant stooping, kneeling, reaching, moving, standing, walking, bending, crawling, handling, pushing, pulling, lifting, and repetitive motions.  Vocal communication is required for expressing or exchanging ideas by means of the spoken word. Hearing is required to perceive information at normal spoken word levels. Visual acuity is required for preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities.  The Board Certified Behavior Analyst is subject to inside and outside environmental conditions.

ESSENTIAL FUNCTIONS/TYPICAL TASKS:

Providing and supervising behavior analytic services for students and support and professional learning for school administrators, teachers, instructional assistants, and coaches in appropriate behavior intervention techniques.  These tasks are illustrations of various types of work performed.  Those specific duties not listed does not exclude them from the position if the work is similar or related to the position.  The Board Certified Behavior Analyst also...

• Provides supervision to RBTs, as well as possible BCaBAs and/or BCaBA/BCBA candidates per BACB regulations;
• Provides supervision and behavior analytic services to students and staff in Cross Categorical Classrooms, Multiple Disability Classrooms, and Early Childhood Classrooms;
• Develops materials, training and provide resources for and provide professional learning to administrators, educators, and instructional assistants related to addressing the needs of students with behavior difficulties;
• Plans and oversees the development and implementation of programs, policies, and best practices related to instruction using the principles of Applied Behavior Analysis (ABA) for students with autism, emotional disabilities, and other disabilities;
• Assists division staff with the implementation of functional behavior assessments and behavior intervention plans for individual students;
• Creates and assists and/or supervises division staff with the development and implementation of behavior intervention plans, ABA programs and other appropriate programs (i.e. verbal behavior, natural environment teaching) for students with Autism, emotional disabilities, and/or other disabilities that present behavior/learning challenges.
• Administers and assists division staff with assessments including VBMAPP, Functional Assessments, and Functional Analysis’;
• Implements, and assists division staff with data collection, review, and modify treatment according to data;
• Directly observes interventions administered by behavior technicians, division coaches, managers, teachers and paraprofessionals;
• Reviews documentation and data collection and provides feedback as needed;
• Confers with members the IEP team and division staff and other related team members, individually, at IEP meetings, or conferences, to exchange, discuss, and evaluate student information for planning, modifying, and/or coordination of treatment programs;
• Prepares and conducts program reviews with Director of Student Services for possible changes and updates to programs;
• Collect data and prepare a variety of reports for the purpose of documenting case history, assessments, and treatment;
• Performs related tasks as required.

KNOWLEDGE, SKILLS AND ABILITIES:

The Board Certified Behavior Analyst must possess a thorough knowledge of best practices and laws governing behavioral supports for students with disabilities in Virginia public schools.  The Board Certified Behavior Analyst should possess an ability to establish and maintain high standards of student behavior; deliver articulate oral presentations and written reports, and establish and maintain effective working  and problem solving relationships with other staff, students, and parents.

EDUCATION AND EXPERIENCE:

Hold a Virginia Postgraduate Professional teaching license in education, special education, applied behavior analysis, psychology or other related field recognized by the Behavior Analysis Certification Board (BACB) for certification as a BCBA.  Be a certified BCBA in good standing by the BACB and hold a valid Virginia license in Behavior Analysis (LBA).  Must maintain credentialing in compliance with the BACB and the Virginia Department of Health Professions Board of Medicine.  Completion of supervision courses as outlined by the BACB is preferred.  Possess a high level of competence in behavior analysis, as well as have organizational, management, leadership, communication, and human relationship skills.

April 2021

SALEM CITY SCHOOLS IS AN EQUAL OPPORTUNITY EMPLOYER