Description

• Assessment, Development, Progress Monitoring, and Compliance with Behavior Plans
• Providing supervision and coaching related to data collection and program implementation 
• Consultation and training with various stakeholder groups 

• At least 2 years school-based experience working with a diverse staff, including Education Specialists, Paraeducators, School Administrators, and families.

• Master's degree in behavior analysis or special education, psychology or social work. 
• Special education teaching credential preferred.
• Possession of Certification as a Board Certified Behavior Analyst required. 

• A deep passion for social justice and equity for all children; believes that all students can achieve at the highest levels, regardless of demography
• Excellent organizational, planning, and implementation skills;
• Excellent communication and interpersonal skills
• Articulate, professional demeanor with strong self-confidence, initiative, and leadership skills
• Flexibility, with a strong work ethic and entrepreneurial spirit to accommodate a high level of responsibility and multiple priorities
• Demonstrated ability to work well with others and build relationships across teams and schools
• Results-oriented team player who is dedicated to getting the job done
• Unquestioned integrity and commitment to KIPP Public Schools Northern California’ mission and values

• Assessment. Perform Functional Behavior Assessment (FBA) and Special Circumstance Instructional Assessment (SCIA)  to Identify areas of need and make appropriate, practical, and functionally related recommendations. Present & interpret results to IEP teams. 
• Behavior Plans. Develop function-based Behavior Intervention Plans (BIPs) and support teams in developing supporting student materials. Collaborate to develop behavior goals and coordinate other IEP supports. Train relevant stakeholders to implement BIPs and to teach replacement behaviors. 
• Progress monitoring. Maintain and oversee the maintenance of progress records for selected students with determined high levels of need. 
• Compliance. Read, interpret, apply and explain regulations, policies and procedures applicable to behavior analysis for special education students.

• Data Collection. Collaborate to develop relevant data collection systems. Provide training to staff in implementing systems to ensure reliability and validity of data collected. Establish & maintain files and records of service according to FERPA and other relevant laws. 
• Programs. Collaborate with Case Managers to develop behavior analytic lesson plans (e.g. discrete trial, pivotal response treatment, incidental instruction) and data collection systems to monitor progress for assigned cases of students with higher levels of need. Train Case Managers and/or paraeducators to deliver instruction utilizing systems developed. 

• Training. Collaborate with Regional Special Education Leadership Team to assess training needs, develop, and deliver professional development related to implementation of the principles of Applied Behavior Analysis to a variety of stakeholders. 
• Consultation & Coaching. Provide school staff with ongoing consultation, modeling, and feedback to ensure implementation of Behavior Intervention Plans and other evidence based practices. 
• Teachers. Consult with teachers in the development and implementation of classroom methods and procedures designed to facilitate positive student behavior and social interactions. Provide consultation for classroom behavior management plans.
• Parents. Collaborate with parents on assigned cases for students with higher levels of need. Conduct direct parent training to assist in understanding and implementation of behavior principles and recommended behavior interventions across home and school settings. 
• School leadership.  Serve as a resource to school leaders in areas related to positive behavior intervention strategies, school environment, alternatives to discipline, student behavior needs and staff development.

• Anti-racism. Demonstrate belief that educators can and must actively work against systems of oppression in their daily roles. 
• Equity. Recognize issues of equity that affect routine interactions with other people and organizations.
• Cultural sensitivity. Demonstrate sensitivity and skills needed to work with families, students, and staff from diverse cultures and backgrounds.
• Flexibility. Modify or adapt routine practice to effectively meet these diverse needs. 

• Ethical Practice. Apply ethics and standards of professional practice in the workplace and observe relevant laws and policies that govern practice. 
• Time Management.  Adhere to IDEA timelines and to schedules, policies and procedures as determined by KIPP Public Schools Northern California. 
• Team Member.  Attend and participate in a variety of meetings, conferences, workshops, seminars and committees, including, but not limited to, IEPs, parent‐teacher conferences, and Student Study Meetings. 
• Professional Growth.  Maintain professional standards and competence through participation in professional growth opportunities provided by KIPP Public Schools Northern California and in self‐directed professional growth activities. 

• This is an exempt, full-time position. This position follows a school calendar.