Behavior Analyst, Care Team (Immediate Opening)

Position Title: Behavior Analyst, Care

Job Title: Behavior Analyst, I

Function: Academic Support

Family: Student Services

Reports to: Campus Principal or Department Director Pay Grade: E17

Terms of • 210 days per year. FLSA Classification: Exempt
Employment: • Non-Chapter 21 employment agreement.

• Salary is in the pay grade E17 on the Exempt

SAISD Compensation Plan.

• Entry salary is at $63,420.00 with consideration

for directly related experience.

Funding
This position is locally funded.

Source:

Job Scope

Use significant independent judgment and familiarity of the field to perform work. May be responsible for
administration of various moderate and high complexity departmental programs and may be the lead a group of
employees. May develop policies and procedures and oversee the implementation and execution of them.

Position Summary

Work collaboratively with campus staff and parents to develop effective proactive and responsive strategies to
support students who are struggling with behavior. Review or develop campus-level and individual student
crisis intervention plans, functional behavior assessments and/or behavior intervention plans for specific
students. Work collaboratively with district staff to provide services and support to students with and without
disabilities focusing on applied behavior analysis strategies and Positive Behavioral interventions and Support
(PBIS) for behavior management. Provide consultation and training to campus and district staff and parents.
Provide intervention, guidance, and support for students in crisis and/or needing behavior support.

Provide intervention, guidance, and support for students in crisis as part of the Child Assistance, Remediation
and Evaluation (CARE) Team. Work collaboratively with campus staff and parents to develop effective and
responsive strategies to supports students who are struggling with behavior. Review or develop campus crisis
intervention plans, functional analysis and/or behavior intervention plans for specific students. Work
collaboratively with district staff to provide services and support to students with and without disabilities
focusing on behavior analysis as a management strategy. Provide consultation and training to campus and
district staff and parents.

Essential Functions / Key Responsibilities

1. Implement and select strategies to manage, shape and teach replacement behavior.
2. Conduct Functional Behavior Assessments, develop Behavior Improvement Plans and draft goals for

students receiving support through multi-tiered system of support (MTSS), 504, or Special Education
with parent or guardian consent.

1

3. Conduct evaluation of referred general education or special education students and students in crisis or
who have recently had crisis intervention.

4. Assist in the development of referral procedure for Board Certified Behavior Analyst (BCBA) support in
the school environment

5. Create, develop, coordinate, and evaluate special education instructional programs for autistic students
in the district using solid knowledge.

6. Design and monitor behavior analytic data collection procedures and interventions that meet TEA and
BCBA ethical and professional requirements.

7. Coordinate and plan campus-wide training with a focus on behavior analysis.
8. Create and deliver staff development presentations to paraprofessionals, teachers, campus

administrators, and/or parents on topics related to autism, PBIS, adaptive skills, reinforcement, and
other behavioral analytic skills

9. Provide support to school personnel to ensure compliance with local, state, and federal special
education policies and procedures throughout the campus.

10. Participate as a member of a campus mental health team, including attending campus-
level mental health meetings, PBIS meetings as applicable and collaborate with district
wide clinical teams.

11. Compile, maintain and file all reports, records, and other required documents.
12. Design and implement fidelity checks, IOA (Interobserver Agreement), etc. for current data collection

systems for progress monitoring to help make data-based decisions/ adjust programs if necessary.
13. Performs other related duties as assigned within the appropriate skill and experience capabilities

expected for this position.

Minimum Requirements

• Master’s degree from an accredited college or university in Psychology, Applied Behavior Analysis, Special

Education, or related field or 4 years equivalent experience.

• Valid Certification as a Board-Certified Behavior Analyst (BCBA) or meets eligibility for certification (must

obtain certification in the first 6 months of employment).

• 3+ years progressive experience conducting ABA therapy or applying techniques in applied behavior

analysis or 3+ years of teaching

• Knowledge of behavior management strategies and consultation skills

• Candidate must have satisfactory outcome of fingerprinting background check. Non-refundable fee

(approximately $50.00) paid by the employee.

Preferred Qualifications

• Master’s degree from an accredited university with a concentration in behavior or applied behavior

analysis, special education or related field of study and/or Graduate level certification in applied behavior
analysis.

• 5+ years’ experience in conducting ABA therapy or applying techniques in applied behavior analysis in a

related field.

Knowledge, Skills & Abilities

• Knowledge of, or willingness to acquire knowledge of Multi-Tiered Interventions of Support

(MTSS)

• Comply with the Texas Educators’ Code of Ethics and BACB Professional and Ethical Compliance Code for

2

Behavior Analysts

• Use effective communication skills, written and oral, to present information accurately and clearly to

students, parents, and staff.

• Maintain a professional relationship with colleagues, students, parents, and community members.

• Demonstrated knowledge of state and federal mandates, as they apply to special education.

• Demonstrated knowledge of state and district policies, procedures and regulations regarding special

education and students with disabilities.

• Knowledge of the strategies of Applied Behavior Analysis (ABA) and the ability to implement those

strategies with students.

• Demonstrated knowledge of curriculum standards, best practices and appropriate curriculum

accommodations/modifications for special education, grades PK through 12.

• Excellent organization and communication (written and oral).

• Proven ability to work cooperatively with staff, students, and parents.

• Proven ability to adjust to and be flexible in a multitude of situations in the school environment.

Working Conditions

Work Environment:

• Computer, computer software programs and peripherals, teacher resource materials and

equipment, copier, fax, and other equipment applicable to position.

• Frequent exposure to temperature extremes (hot and cold), humidity extremes, noise. Occasional

exposure to biological hazards (communicable diseases, bacteria, insects, mold, fungi, etc.

Physical Demands/Requirements:

• Maintain emotional control under stress; work with frequent interruptions/deadlines and prolonged or

irregular hours; Frequent walking, standing, stooping, bending, pulling and pushing; Occasional: Lifting
and carrying 10-25 pounds frequently, 25-40 pounds occasionally, more than 45 pounds infrequently with
assistance; Pushing/pulling 10-35 pounds sporadically; May be required under specific circumstances to
provide physical restraint of students in danger of causing harm to themselves or others; Frequent
districtwide and occasional statewide travel.

Supervisory Responsibilities / Direct Reports

• None

It is the policy of San Antonio ISD not to discriminate on the basis of race, color, religion, national origin, age,
sex, gender identity, gender expression, sexual orientation or disability in its vocational programs, services or
activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education
Amendments of 1972; Section 504 of the Rehabilitation Act of 1973, as amended, and SAISD's board policies
DIA, FFH, and FFI.