Behavior Analyst

Jefferson-Lewis-Hamilton-Herkimer-Oneida BOCES; Town of New Paltz (NY); On-site; USD 68,000 - 76,000; Full time

Job summary

Ulster BOCES is seeking a Behavior Analyst for a full-time, 10-month position. The ideal candidate must be an active certified BCBA or BCBA-D with experience in data collection and analysis to develop FBAs and BEHAVIOR INTERVENTION PLANS for students with Autism and other disabilities.

The role requires strong assessment, organizational, and communication skills, NYS license to practice, and the ability to train staff and provide coaching on plan implementation.

Qualifications

• Active BCBA or BCBA-D with good standing and NYS license.
• Experience collecting and analyzing data for FBAs and BEHAVIOR INTERVENTION PLANS.
• Strong assessment, organizational, and communication skills.

Responsibilities

• Develop, implement, and evaluate behavioral interventions and plans.
• Collaborate with school district and staff to implement plans.
• Conduct functional behavioral assessments/analyses.
• Provide staff training on planning and intervention.
• Collect and analyze data to monitor outcomes.
• Prepare written behavioral summaries.
• Maintain records and reports on behavioral concerns.

Skills

Data collection

Data analysis

Staff training

Coaching

Assessment

Communication

Education

BCBA/BCBA-D certification

New York State license

Job description

The Ulster BOCES Instructional Services Program is seeking a Behavior Analyst for a full time, 10 month position. The ideal candidate must be an active certified BCBA or BCBA-D in good standing, with related professional experience collecting and analyzing data to create FBA and BEHAVIOR INTERVENTION PLANS for individuals with Autism Spectrum Disorder and other disabilities, coaching, and training staff on implementation of plans. Strong assessment, organizational, and communication skills are required. NYS license to practice required.

All Civil Service laws, rules and regulations apply. Fingerprinting required.
Civil Service Classification: Competitive. Merit and fitness examination applies.
Salary commensurate with experience and training. Salary range$67,765 - $75,851 per year.

GENERAL RESPONSIBILITIES

An employee in this class is involved in the development, implementation and evaluation of interventions, positive behavioral supports, contextual supports and staff professional development for students with special needs to ensure socially significant outcomes and increased academic engagement. Incumbents will work collaboratively with school district/school based administrators, school teams to execute effective behavior instruction, functional assessments of behavior and the implementation of behavior plans to provide support in creating positive outcomes for all students. The work is performed under the general supervision of a higher level administrative employee with considerable leeway for the exercise of independent judgment and initiative in carrying out the duties of the position. Supervision is not normally exercised over the work of others. Does related work as required.

WORK SCHEDULE

10 Month Schedule
Monday through Friday

TYPICAL WORK ACTIVITIES

The typical work activities listed below, while providing representative examples of the variety of work assignments in the title, do not describe any individual position. Incumbents in this title may perform some or all of the following, as well as other related activities not described.

• Provides and develops staff and parent training as well as on-site support in the areas of positive and proactive behavior support and applied behavior analysis for families and support staff;
• Conducts direct observations and assessments of individual students and their learning environments;
• Develops and implements behavior programs, coordinating delivery of appropriate services to students in order to achieve positive outcomes;
• Participates in interdisciplinary team review meetings at which behavioral intervention and support plans are reviewed;
• Collects baseline and intervention data to evaluate outcomes including progress monitoring;
• Engages in research as well as professional development activities to enhance the program and to remain current in the field;
• Conducts functional behavioral assessments/analysis and develops behavioral support/intervention plans;
• Develops and/or provides guidance for one to one supplementary support personnel plans;
• Develops and delivers staff professional development in the area of proactive and positive behavioral support;
• Completes written behavioral summaries to assist teachers and administrators in the development of appropriate learning experiences and behavior plans;
• May prepare and maintain records and reports regarding behavioral concerns of identified students with special needs.

MINIMUM QUALIFICATIONS

Either:

A. Graduation from a regionally accredited or New York State registered college or university with a Bachelor’s or higher level Degree in AppliedBehavior Analysis, Education, Special Education, Social Work, Psychology or closely related field and two (2) years of full-time paid or its part-time equivalent work experience working with individuals with special needs; one (1) year of which must have included providing functional behavioral assessments, behavioral interventions and/or behavior support plans;

OR

B. Graduation from a regionally accredited or New York State registered college or university with a Bachelor’s Degree and three (3) years of full-time paid or its part-time equivalent work experience working with individuals with special needs; one (1) year of which must have included providing functional behavioral assessments, behavioral interventions and/or behavioral support plans.

Special Requirement

Certification as a Board Certified Behavior Analyst (BCBA, BCBA-D), or as a Board Certified Associate Behavior Analyst(BCaBA) is required.

Special Requirement for appointment in school districts including BOCES

In accordance with the Schools Against Violence in Education(SAVE) legislation and by the Regulations of the Commissioner of Education, candidates for employment in school districts must obtain clearance for appointment from the New York State Education Department based upon fingerprinting and a criminal background check.

AGENCY OVERVIEW

Our Mission

At Ulster BOCES, our mission is to provide high quality shared educational, administrative, and technical services that will enable component school districts to develop the capacity of their students and adults to achieve higher standards of performance. With an emphasis on economic efficiencies, Ulster BOCES is committed to offering educational programs that enable all students to prepare for employment and/or post-secondary education.

The Ulster County Board of Cooperative Educational Services is an educational agency serving eight component school districts. They are: Ellenville Central School District • Highland Central School District • Kingston City Schools Consolidated • New Paltz Central School District • Onteora Central School District • Rondout Valley Central School District • Saugerties Central School District • Wallkill Central School District

BENEFITS

Generous health insurance, dental and vision benefits. Paid time off. New York state retirement system membership and 403(b) tax-sheltered annuities plan. Flexible spending plan, disability benefits, employee assistance program and tuition reimbursement.

Equal Opportunity Employer

The Board of Cooperative Educational Services, Sole Supervisory District of Ulster County (“BOCES”), does not discriminate on the basis of an individual’s actual or perceived race, color, creed, religion, religious practice, national origin, ethnic group, sex (including sexual harassment and sexual violence), gender identity, sexual orientation (“sexual orientation” means heterosexuality, homosexuality, bisexuality, or asexuality), political affiliation, age, marital status, military status, veteran status, disability, weight, domestic violence victim status, arrest or conviction record, genetic predisposition or carrier status or any other legally protected status in regard to employment opportunities or educational/vocational programs or activities which it operates. All inquiries regarding BOCESNon-Discriminationpolicies and/or complaints regarding violation(s) of these policies should be directed to Amanda Stokes, Assistant Superintendent for Administration & COO in one of the following manners:

By E-Mail: [e-mail]

By Mail: 75 Route 32 North, New Paltz, New York, 12561

By Telephone: [phone]

Inquiries concerning the application of Title IX and its implementing regulation and/or complaints regarding violation(s) of these provisions can be referred to the Department of Education, Office of Civil Rights, 32 Old Slip, 26th Floor, New York, NY 10005-2500, Telephone: [phone], FAX: [phone]; TDD: [phone]; E-Mail: [e-mail].