QUALIFICATIONS:  

(Skills, Knowledge, Abilities, Education, Certification/Licensure, Experience, Equipment)

Skills, Knowledge, and Abilities:

• High level of knowledge skills and experience in Applied Behavior Analysis 
• Ability to observe and coach special education staff regarding effective instructional and behavioral practices.
• Ability to design and lead teacher professional development in behavioral skills and strategies.

Current and successful experience in the following areas:

• Autism programming
• Functional communication assessment and programing
• Goal setting and progress monitoring
• Plan and deliver professional development
• Development and implementation of Behavior Intervention Plans
• Problem solving for challenging behaviors
• Managing the learning environment
• Ability to establish strategic plans for student success.
• Training and experience in assessment and special education.
• Evidence of high attention to detail.
• Ability to work closely with people.
• Excellent written and oral communication skills.
• Excellent organizational and priority setting skills.
• Knowledge of best practices in curriculum, instruction, positive behavior support, assessment, and staff development.
• Strong ability to identify, analyze and solve problems.
• Expertise in data-driven decision making. 
• Proven ability to work with diverse groups, including associates, teachers, administrators, students, parents, and AEA personnel.
• Ability to organize and think clearly while communicating, organizing, and evaluating.

Education:

• Master’s Degree in Special Education or related field
• BCBA, BCaba or LBA certification
• LBS1, School Psychologist, or Social Work endorsement

Experience:

• A working knowledge of research-based behavioral intervention techniques.
• Experience working with students with challenging behaviors in a school setting.
• Experience consulting with staff regarding behavioral needs.

Equipment:

• Office equipment such as computers, two-way radios, multi-line phone system, cell phone, copier, and fax machines.

ESSENTIAL DUTIES AND RESPONSIBILITIES:  

The following duties are normal for this position.  These are not to be construed as exclusive or all inclusive.  Other duties may be required and assigned.

• Develop, conduct, and interpret behavior assessments.
• Devise data collection methodology, fade or intensify programming based on analysis of intervention data.
• Assist staff in the planning, implementation, progress monitoring, and review of effective interventions and behavior intervention plans.
• Model, demonstrate, and provide feedback to staff in implementation of interventions and behavior intervention plans.
• Provides coaching and facilitation for school teams to support children with persistent challenging behavior.
• Demonstrate knowledge of assessment, data sources, data collection, and data analysis.
• Provide programmatic support to students with significant cognitive and/or behavioral needs (i.e., academic/functional skills, behavior intervention plans, and staff training).
• Develop and deliver regular, ongoing professional development on research-based practices for behavior change, crisis prevention, interventions, and behavior intervention plans.
• Provide resources to teachers to teachers to support classroom management and behavior change. 
• Collaborate with district staff and outside agencies.
• Communicate with administrators, special education teachers, general education teachers, and parents/families.
• Participate in long term planning for the district’s approach for addressing student social, emotional, behavior, and mental health needs.
• Knowledgeable on current research and able to implement best practice strategies to support the social, emotional, behavior, and mental health needs of students.
• Prepare and submit reports in a timely manner.
• Demonstrate knowledge of restraint and seclusion and the procedures required by Iowa law and review to ensure accuracy of procedures and documentation.
• Review and approve Medicaid billing documentation.
• Record and document services provided for students (including observations, data reviewed, recommendations, and staff implementation feedback and outcomes)
• Participate in meetings as needed (i.e. IEP and 103 debrief) and provide behavior related information and recommendations.
• Train and direct behavior techs throughout the district.

No student enrolled in the Urbandale Community School District shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination in the District's programs on the basis of race, color, creed, sex, religion, marital status (for program), ethnic background, national origin, disability, sexual orientation, gender identity, age (for employment) or socio-economic background (for program). The policy of the District shall be to provide educational programs and opportunities for students as needed on the basis of individual interests, values, abilities and potential. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact the district office at 11152 Aurora Ave, Urbandale, IA or call 515.457.5000. The district's Equity Coordinator is Ms. Stephanie Davis, daviss@urbandaleschools.com.