Why choose RCS? Here are four reasons, just to get started...

• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.

Rantoul City Schools #137 permits you to receive a salary advance of up to $2,500 on your initial year’s annual salary after Board of Education hiring approval. This one-time opportunity is intended so that you may establish yourself in the community and take care of up-front major expenses like moving, apartment rental, damage deposit, or other immediate needs.        

District and Salary Information

Position Title:         Clinical Board Certified Behavior Analyst (BCBA)

Department:           Department of Special Education

Reports to:             Director of Special Education/Assistant Director of Special Education

FLSA Class:            Exempt

QUALIFICATIONS:

• Minimum Master's degree in one of the following:
  1. School Psychology
  2. Special Education
  3. Social Work
  4. Education or other related field

• Current Board Certified Behavior Analyst (BCBA) Certificate
• Minimum of 3 years successful school experience, ideally working with "at risk" and/or students with behavioral challenges
• Expert knowledge in the application of function-based intervention planning for developing behavior change strategies that focus on reducing problem behavior and increasing appropriate behavior
• Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function-based interventions, and Behavior Intervention Plans (BIP)
• Knowledge of Conscious Discipline or other trauma-informed approach to school-wide behavior management
• Exceptional knowledge in the use of assessment and assessment data to inform instruction and prescribe work plans for individual students
• Expert knowledge of Registered Behavior Technicians and their licensure requirements

JOB GOAL:           

Responsible for providing behavioral consultation and coaching to programs in order to support teams in meeting the individual needs of students, to improve both academic and social competence. Support teams to establish socially significant behavior change and attain positive intervention outcomes by providing consultation using evidence based practices from the field of Applied Behavior Analysis (ABA).

PERFORMANCE RESPONSIBILITIES:

(The following are the essential fundamentals to include but not limited to the following job duties.)

Assessment & Evaluation

Student Evaluation

• Collect, graph and analyze student data from functional behavior assessment (FBA) and write report summarizing results
• Taking a leadership role in consulting, collaboration and supporting school teams in conducting FBA's and developing and implementing student Behavior Intervention Plans (BIPs) with fidelity
• Complete other assessments, in collaboration with the multidisciplinary team
• Assist teams in adjusting BIPs as needed
• Attend IEP meetings, as needed, per guidance of Special Education Director, to provide feedback related to assessment results and IEP reductions and replacement goal progress

Program Assessment & Evaluation

• Use program evaluation tools in collaboration with the school-based multidisciplinary teams and district special education leadership to create a quality learning environment
• Observe and provide feedback related to district mission/vision and specific goals for programs

Collaboration

• Collaborate with interdisciplinary and leadership teams across the district to ensure consistent quality programming
• Facilitate trainings with program teams, including paraprofessionals
• Participate in district leadership meetings including: FBA/BIP Committee meetings, Behavioral MTSS meetings as appropriate, and other activities related to meeting the BCBA and SpEd Department goals
• Consult with general education and special education teachers and special services providers related to individual student needs, including behavior intervention plans, and writing IEP goals
• Participate in regular meetings with administrators (SpEd & Building level)
• Collaborate with evaluation and other multidisciplinary teams to review assessment data
• Work collaboratively with colleagues, families and community service providers (BCBAs, SLPs, advocates, private tutors, etc.) to ensure successful outcomes across different settings between school and home setting
• Participate in IEP meetings as directed by the Director of Special Education
• Collaborate with SpEd administrators to analyze trends and patterns in district-wide data and develop/implement a multi-year plan to improve district outcomes
• Participate in the district Restraint & Time Out Oversight Team

Training and Staff Development

• Develop and provide training related to principles of Applied Behavior Analysis to program teams
• Train teams on implementation of interventions identified by behavior intervention plans
• Train staff in using strategies to improve fidelity and reliability of data collection
• Give ongoing modeling, feedback, and coaching to program staff related to both student behavior reduction and skill acquisition
• Provide other district and building specific training related to behavior, as needed
• Support and provide ongoing training to staff related to crisis management (including but not limited to coaching and modeling de-escalation strategies related to crisis behavior)
• Participate in professional development and continuous learning
• Provide and facilitate licensure supervision of RCS Registered Behavior Technicians in accordance with all licensure requirements and timelines (non-evaluative supervision).
• Host and facilitate meetings with district RBTs as needed and directed by Director of Special Education 

• Provide needed licensure supervision to district employees who seek BCBA and/or RBT certification and licensure as directed by the Director of Special Education (non-evaluative supervision)

Instruction and Program Support

• Design data collection and monitoring systems
• Monitor student/program progress
  • Support programs related to ongoing data collection and input
  • Provide ongoing analysis of behavior data regularly and report individual student and program data trends to teams
  • Provide live coaching to program staff
• Classroom Learning Environment
  • Support teams with development of materials for behavior support and skill training
  • Support teams in creating classroom environmental structures and teaching strategies that incorporate behavior principles (e.g. antecedent strategies, instructional control, behavior momentum, pacing)
  • Train staff in skill generalizations procedures to increase inclusion of students in general education environments
• Perform other related duties as assigned by Special Education administrators, Superintendent and the Board of Education

 Mental Demands

• Ability to communicate effectively with parents, students, teachers, administration and
• Ability to maintain emotional control under
• Ability to use email and office equipment
• Ability to work with students individually or in group

 Working Conditions

• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, field trips; exposure to; temperatures (hot, warm, cool, cold), and exposure to mowed grass.
• Regular work attendance
• This position requires the employee to be physically present, as remote work is not applicable.

Other Important Information:

The BCBA position is Non-Supervisory. The role of the BCBA is separate and apart from the evaluative role of the principal or other supervisor of the teachers and staff. The BCBA advocates for, facilitates and supports the work of the teachers and staff but never performs supervision or evaluation of any certified staff. The BCBA should not confuse providing staff with consultative feedback requiring professional judgment with supervisory or evaluative responsibilities of the principal or other administrators.

ADOPTED: 10/19/2023