Under the general direction of the Behavioral Health Supervisor/Designee, the Behavior Analyst will provide direct services and consultation to students, staff and parents/guardians in order to provide support and professional learning in appropriate behavior intervention techniques; provide positive ways for working successfully with students who have difficulties conforming to acceptable behavior patterns: provide analysis services and behavior management plans for students; conducts assessment and plans that conform to applicable California statues and regulations. The incumbents in this classification provide the school community with behavior support services which directly supports student learning and achievement.
Examples of Duties/Essential Job Functions
The following alphabetical list of functions, duties, and tasks is typical for this classification. Incumbents may not perform all of the listed duties and/or may be required to perform other closely related or department-specific functions, duties, and tasks from those set forth below to address business needs and changing business practices.
- Collects data and prepares a variety of reports for the purpose of documenting case history, assessments and collecting and analyzing behavioral progress monitoring data.
- Conducts functional behavioral analyses and functional analysis assessments for individual students.
- Develops materials and provides resources; provides professional learning to administrators, educators, paraprofessionals and parent/guardians in Applied Behavior Analysis (ABA), Crisis Prevention Institute (CPI) Discrete Trial Training (DTT) and/or other evidence-based methodologies related to addressing the needs of students that are experiencing behavior difficulties.
- Keeps abreast of current research and information in the areas of behavior management and provides in-service and training for teachers, specialists, paraprofessionals and other staff in areas related to behavior management strategies, avoidance of aversive techniques, and managing assaultive behavior.
- Participates in the planning of the development and implementation of programs, policies, and best practices related to instruction using the principles of Applied Behavior Analysis (ABA).
- Provides technical assistance in service tracking of behavioral support services so that services are accurately documented.
- Provides technical assistance regarding the integration of positive behavior supports in all instructional initiatives.
- Provides training for teachers, paraprofessionals, and other staff on behavioral analysis, data collection and effective practices regarding positive behavior support, and works with students who exhibit inappropriate behaviors.
- Responds to crisis situations when appropriate, manage assaultive behaviors, e.g., Nonviolent Crisis Intervention (CPI).
- Travels from site to site and/or performs necessary home visits for the purpose of providing direct treatment, consultation and collaboration for students and families.
- Performs other related duties as assigned for ensuring the efficient and effective functioning of the work unit and the District, including various mandatory District trainings.
KNOWLEDGE, SKILLS, AND ABILITIES
(At time of application)
- Current scientific and professional information in behavior analysis
- Best practices and laws governing behavioral supports for students with and without disabilities
- Trauma Informed Behavior Analysis
- Discrete Trial Training (DTT) and Applied Behavioral Analysis (ABA)
- Program/goal development
- ABA Behavior Reduction and Skills Acquisition Procedures
- Behavioral analytic therapies and experience delivering these services
- Principles and methods of behavior analysis
- Objectives of behavior intervention techniques, treatment and service
- Socialization activities used in behavior analysis
- Health and safety regulations
- Effective record-keeping techniques
- Correct English usage, grammar, spelling, punctuation and vocabulary
- Interpersonal skills in using tact, patience and courtesy
- District organization, operations policies and objectives
- Operation of standard office equipment including using a variety of software applications
Skills and Abilities to:
- Work in a classroom environment during observation or skill application
- Make home visits to meet and work with student families and/or support systems
- Work with interruptions and possible crisis situations
- Travel to various sites to work with students and staff
- Work as part of a multi-disciplinary team to coordinate and maximize services for students and/or families
- Identify and analyze areas of behavior and socialization needs
- Explain and provide training on behavior management principles and methods
- Provide technical guidance to other personnel
- Establish and maintain behavior observation files and logs
- Apply appropriate behavior management procedures in working with students at all grade levels
- Work cooperatively with others, establish rapport and work constructively with staff, students, parents and community members
- Creatively solve problems and work through conflict resolution process
- Understand and follow oral and written directions in English
- Meet schedules and timelines
- Plan and organize work, planning and managing projects
- Work confidentially with direction
- Communicate effectively both orally and in writing
- Read, explain and follow rules, regulations, policies and procedures
- Maintain records adhering to established procedures
Responsibilities include working independently under broad organizational guidelines to achieve unit objectives.
Employment Standards/Minimum Qualifications
(At time of application and in addition to the Knowledge, Skills, and Abilities listed above.)
Masters’ degree from an accredited university and/ or college with major coursework in Human Services, Psychology or related field.
Two (2) years’ experience in completing comprehensive functional behavior assessments and behavior support plans, and one (1) year of experience serving individuals that exhibit inappropriate or explosive behavior.
- DOJ/ FBI Background Clearance
- Valid, current California Driver’s License to drive to school sites and make home visits.
CERTIFICATIONS AND TESTING REQUIRED:
- Board Certified Behavior Analyst (BCBA)
- Nonviolent Crisis Preventive Intervention (CPI) certificate within six months and (failure to do so will result in termination)
- Pass the District’s applicable proficiency exam for the job class with a satisfactory score
- After offer of employment, obtain:
- Criminal Justice and FBI Fingerprint Clearance
- Negative TB test result plus periodic post-employment retest as required (currently every four years)
- Pre-employment physical exam B through District’s provider at District’s expense
Classified Salary Range – 58
Work Calendar – 218 Days
Work Hours: 8:00 am – 5:00 pm (8 hours/day)
Work Location: Health and Wellness – Span East Building
1. Completed application
3. A copy of official college transcripts or a copy of a Master’s degree from an accredited university and/or college with major coursework in Human Services, Psychology or related field.
4. Two (2) Letters of Recommendation (dated within the past year)
5. Board Certified Behavior Analyst (BCBA) Certification
6. Nonviolent Crisis Preventative Intervention (CPI) certificate if completed
*PC RULES 184.108.40.206 -220.127.116.11 – In-house employees will have first consideration for the position. If sufficient candidates are not available to complete the three ranks, the Personnel Commission will move to include outside candidates.
The examination process will include screening to ensure applications are complete and meet all minimum qualifications. No additional information will be accepted from applicants once the application has been submitted. Only the most qualified applicants, who pass the minimum qualifications review, will be invited to the examination process.
The examination process will include the rating of a supplemental questionnaire (weighted at 100%). Those candidates achieving a minimum passing score of 70% will be placed on the eligibility list and the top three (3) ranks will be forwarded to the hiring authority for final interview and selection.
TENTATIVE NOTIFICATION OF SUPPLEMENTAL PASS/FAIL:
NOVEMBER 22, 2023
The Eligibility List is valid for one (1) year from the certified date.
PASSING THE EXAMINATION AND BEING PLACED ON THE ELIGIBILITY LIST DOES NOT GUARANTEE AN OFFER OF EMPLOYMENT
To move forward in the selection process, you must complete an online application through this website. Resumes may be uploaded but cannot be used in place of a completed application.
SUBMISSION OF APPLICATION: ONCE YOU HAVE SUBMITTED YOUR APPLICATION YOU WILL NOT BE ABLE TO MAKE REVISIONS TO YOUR APPLICATION MATERIALS.
When completing the application, please make sure you include ALL current and previous employment in the Work Experience section of the application and complete ALL fields, including the name and contact information of your supervisors. The experience that is included in the resume but not in the Work Experience section of the application may not be considered for the purpose of determining whether you meet the minimum qualifications.
All required documents must be submitted by the applicant. Personnel Commission staff will not upload your documents for you. The examination process/examination date is subject to change as needs dictate. All communication regarding this process will be delivered via email to the email address listed on your application.
If you have any questions regarding the recruitment process please contact Personnel Specialist, Alejandra Venegas-Chaves, at (559) 675-4500 Ext 294 or email email@example.com.
ACCOMMODATIONS: Individuals with disabilities requiring reasonable accommodation in the selection process must inform the Madera Unified School District Personnel Commission Department in writing no later than the filing date stated on the announcement. Those applicants needing such accommodations should document this request including an explanation as to the type and extent of accommodation needed to participate in the selection process.
The Governing Board desires to provide a positive work environment where employees and job applicants are assured of equal access and opportunities and are free from harassment in accordance with the law. The Board prohibits district employees from discriminating against or harassing any other district employees and job applicant on the basis of the person’s actual or perceived race, religious creed, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, gender identity, gender expression, sex, or sexual orientation. The following person is designated as the Title IX Coordinator:
Executive Director of Student and Family Support Services
1820 Howard Road, Madera, CA 93637