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Licensed Specialist in School Psychology / Behavior Analyst
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Reports to:
Special Education Department
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Department:
Special Education
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Pay Grade
PS 4 @ 197 days
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Funding Source:
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Education/Certification:
As required by state certification authorities
Master's degree or higher in behavior analysis
Valid license as a specialist in School Psychology from the Texas State Board of Examiners of Psychologists (TSBEP)
Board Certified Behavior Analyst (BCBA)
Bilingual Preferred
Special Knowledge/Skills:
To enhance the knowledge and skills of district staff in providing educational services
for students with disabilities; to provide expertise in assessment and programming for children and youth with serious behavioral disorders; to promote working relationship
among and between staff and the schools by establishing a climate conducive to open communication and productive work.
Experience:
Minimum of one year of supervised experience in a school setting after degree
Such alternatives to the above qualifications as the Board of Trustees may find appropriate and acceptable
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PSJA Leadership Skills and Expectations
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In PSJA ISD, we hire individuals who are expected to embody the Spirit of PSJA and demonstrate these characteristics as they lead others.
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Positive Engagement
Welcomes staff, students, parents, and community as honored members at the district table
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Builds relationships – Builds positive, trusting relationships through frequent interactions which demonstrate care and interest in well-being of all stakeholders
Exhibits professionalism– Exhibits awareness and reflection to manage emotions and engage in continuous personal growth
Models ethics – Exemplifies the values and priorities of the district through consistent actions and service to stakeholders
Communicates effectively- Maintains open lines of two-way communication with staff, students, parents, and community to receive input and provide information for engagement with district vision
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Student-centered Excellence
Holds vision and expectations for success for all students and all staff
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Demonstrates expertise – Possesses up-to-date knowledge and skills to perform organizational role at a high level of competence
Establishes shared vision – Articulates the school’s mission to the community and solicits support in making that mission become a reality
Implements plans- Works with all stakeholders to implement vision by establishing goal, monitoring progress, and providing resources
Expects results – Pursues exceptional results for all students by holding self and others accountable and driving for continuous improvement
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Joint Empowerment
Develops and empowers individuals and teams for effective action
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Promotes collaboration – Designs organizational structures to promote collaboration and teamwork for distributed leadership throughout the district
Inspires Action – Motivates others to take responsible risks and perform at their highest level to support district vision and goals
Builds capacity – Provides opportunities for growth to ensure all staff build capacity to support district goals
Develops leaders – Identifies, develops, and places future leaders through rigorous processes and strategic leadership assignments
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Adaptive Innovation
Maintains district at the forefront of educational service providers
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Scans Environment – Analyzes and applies understanding of internal organization and external environment to assess and respond to the district’s future advancement
Manages change – Demonstrates courage, initiative, and perseverance in bringing about meaningful change to support the shared vision
Champions solutions – Challenges the status quo by collaboratively exploring new and better ways of doing things
Acknowledges outcomes – Creates a positive environment for growth by celebrating success and learning from failure
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Technical Skills, Responsibilities, and Duties
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In PSJA ISD, we hire individuals who demonstrate excellence in these technical areas as they lead others.
I. INSTRUCTIONAL MANAGEMENT
- Keep informed about current legislation, educational developments, literature and research in special education by participating in state and national professional organizations.
- Attend and participate in state and national professional organizations; attend appropriate conferences and staff development sessions; disseminate professional information and materials to the schools.
- Evaluation of students needing psychological evaluations.
- Interpret psychological evaluations and other reports to staff and parents.
- Consult with administrators, parents and school staff and make recommendations to Admission, Review and Dismissal Committees.
- Provide staff development in areas of expertise.
- Observe students in the classroom to assess instructional, behavioral and emotional needs.
- Develop/implement behavior intervention plans for students with behavioral problems.
- Provide individual, group or family therapy.
- Provide crisis intervention assistance to campuses.
- Coordinate and supervise the school psychology internship program.
- Foster collaborative educational efforts among staff by supporting the district’s philosophy and mission and its commitment to site-based shared decision making.
- Keep the Special Education Director informed regarding the status of all projects or initiatives undertaken and of directives or requests received internally or externally.
- Coordinate and supervise assigned programs and the crisis intervention team.
- Supervise and evaluate the performance of assigned staff.
II. BOARD CERTIFIED BEHAVIOR ANALYST (BCBA) JOB RESPONSIBILITIES
- Interview Staff and/or family members who know the individual served well before development of the plan to get background and preliminary information.
- Analyze available data to help determine where, when, and why problem behaviors occur.
- Directly observe the individual served in all relevant settings. Analyze the data to determine the function of the problem behavior.
- Define all target behaviors in objective and measurable terms and design an appropriate data collection system to measure the target behaviors.
- Integrate appropriate setting event, antecedent, teaching, and consequences strategies to reduce problem behavior and increase alternative replacement behaviors.
- Ensure the behavior support plan addresses the function of the problem behavior.
- Train staff and/or family members directly (i.e., in person, with opportunities for questions, discussion, etc.) on the implementation of the behavior support plan.
- Monitor the individual’s behavior data and provide descriptive progress notes on a monthly basis.
- Conduct treatment fidelity assessments to ensure proper implementation of the behavior support plan and if the intervention has not produced substantial progress toward the intended goal within 90 days, analyze the potential barriers to implementation and/or change the behavior support plan if necessary.
- Review behavior data, meet and discuss with the appropriate staff member any discrepancies noted on the behavior data (e.g. lack of documentation, inappropriate restrictions or lack of appropriate consequences; situations in which the current behavior program or treatment approach were not followed appropriately also, check each report to ensure that time, date, signatures, are correct.
- ARD Meetings to review/modify Behavior Intervention Plan as needed.
- Perform other duties assigned by immediate supervisor (primary evaluator) and/or Director of Special Education.
It is the policy of the Pharr-San Juan-Alamo ISD not to discriminate on the basis of sex, disability, race, color, religion, national origin or age.
Mental and Physical Demands / Environmental Factors:
Tools/ Equipment Used:
Standard office equipment including personal computer and peripherals.
Posture:
Frequent sitting and standing; occasional bending/stooping, pushing/pulling, and twisting
Motion:
Repetitive hand motions; frequent keyboarding and use of mouse; occasional reaching
Lifting:
Occasional light lifting and carrying (less than 15 pounds); occasional physical restraint of students to control behavior.
Environment:
Frequent prolonged and irregular hours; frequent districtwide and occasional state or national travel.
Mental Demands:
Maintain emotional control under stress; coordinate multiple projects; meet deadlines
This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. |