Special Education Coordinator:  Board Certified Behavior Analyst (BCBA)

Position Purpose:

Under the general supervision of the Pupil Services Director, to facilitate student success and growth in academic and interpersonal skills through implementing district approved curriculum; documenting teaching and student progress/activities/outcomes; addressing specific educational needs of individual students and by creating a flexible, safe and optimal learning environment; and providing feedback to students, parents and administration regarding student progress, expectations, goals, etc.  A Special Education Coordinator provides leadership, oversight, and support for a school or district's special education program, ensuring compliance with federal, state, and local regulations while fostering an inclusive learning environment. They serve as a crucial bridge between administrators, teachers, parents, and community agencies to support the academic and behavioral needs of students with disabilities.

A Special Education Coordinator/Board Certified Behavior Analyst (BCBA) is a graduate-level professional who specializes in applied behavior analysis (ABA) to help individuals improve social, communication, and adaptive skills while reducing problematic behaviors. 

Position Core Responsibilities:

• Supervision and Training:  Overseeing Registered Behavior Technicians (RBT's)
• Documentation:  Maintaining detailed, timely progress notes and submitting reports to insurance companies, etc. to maintain authorization for services.
• Design and implement treatment plans
• Monitor treatment progress
• Provide direct services to students and their families
• Attend regularly scheduled meetings.
• Adhere to ethical standards in HIPAA and BCBA code of ethics.
• Compliance & Administration: Oversee the implementation of Individualized Education Programs (IEPs) and 504 Plans to ensure compliance with IDEA and state regulations.
• Case Management & Monitoring: Manage caseload assignments, monitor student progress, and ensure that accommodations and modifications are properly implemented.
• Staff Coaching & Leadership: Provide training, coaching, and mentoring to special education teachers and paraprofessionals.
• Instructional Support: Collaborate with staff on curriculum development, specialized instructional strategies, and evidence-based interventions.
• Behavior Support: Assist in developing behavior intervention plans (BIPs) and implementing Positive Behavioral Interventions and Supports (PBIS).
• Communication & Collaboration: Facilitate IEP meetings, serve as a liaison with families, and collaborate with outside agencies.
• Evaluation & Data: Analyze data to evaluate program effectiveness and conduct Key Skills
• Communication: Strong written and verbal communication skills for collaborating with parents and staff.
• Leadership & Management: Ability to lead teams and manage programmatic operations.
• Problem-Solving: Ability to handle complex behavioral and academic challenges.
• Organization: Strong organizational skills to manage compliance, documentation, and schedules.
• Develops and administers school elementary curriculum consistent with school district goals and objectives.
• Promotes a classroom environment that is safe and conducive to individualized and small group instruction, and student learning.
• Develops lesson plans and instructional materials and translates lesson plans into learning experiences so as to best utilize the available time for instruction
• Conducts ongoing assessment of student learning, and modifies instructional methods to fit individual student's needs, including students with special needs; conducts individual and small group instruction as needed.
• Instructs students in the principles of responsible citizenship and other subject matters specified in applicable laws, as well as administrative regulations and procedures of the school system.
• Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research.
• Organizes and maintains a system for accurate and complete record-keeping, grading, and reporting for all student activities, achievement and attendance as required by district procedures and applicable laws.
• Encourages parental involvement in students' education and ensures effective communication with students and parents.
• Ensures that student conduct conforms with the school's standards and school district policies, and establishes and maintains standards of pupil behavior needed to achieve a functional learning atmosphere in the classroom.
• Coordinates with other elementary professional staff members, especially within grade level, to evaluate and assess curriculum, and participates in faculty meetings and committees.
• Selects and requisitions appropriate books, instructional aids and other supplies and equipment and maintains inventory records.
• Supervises students in activities that take place out of the classroom during the school day, including activities involving school transportation.
• Administers standardized tests in accordance with District testing programs.
• Develop creative/innovative intervention strategies to remediate student needs
• Collaborate and support to maintain consistency with student interventions
• Provide instruction as indicated by individual student IEP (Individual Education Program)
• Able to use current technology, including computers
• Knowledge of ODEW Standards and Model Courses of Study
• Provide a safe environment for students which is conducive to learning

Position Common Responsibilities:

• Meeting with clients for direct observation.
• Training staff on ABA techniques.
• Collaborating with other professionals (e.g., psychologists, teachers).
• Compliance & Administration: Oversee the implementation of Individualized Education Programs (IEPs) and 504 Plans to ensure compliance with IDEA and state regulations.
• Case Management & Monitoring: Manage caseload assignments, monitor student progress, and ensure that accommodations and modifications are properly implemented.
• Staff Coaching & Leadership: Provide training, coaching, and mentoring to special education teachers and paraprofessionals.
• Instructional Support: Collaborate with staff on curriculum development, specialized instructional strategies, and evidence-based interventions.
• Behavior Support: Assist in developing behavior intervention plans (BIPs) and implementing Positive Behavioral Interventions and Supports (PBIS).
• Communication & Collaboration: Facilitate IEP meetings, serve as a liaison with families, and collaborate with outside agencies.
• Evaluation & Data: Analyze data to evaluate program effectiveness and conduct "child find" activities to identify students needing special education services. 

Required Education, Certification, and Experience:

• Masters Degree in Applied Behavior Analysis (ABA), Education or Psychology
• Valid BCBA Certification from the Behavior Analyst Certification Board
• Current COBA (Certified Ohio Behavior Analyst)
• Intervention Specialist Licensure preferred
• Teaching and/or Administrator experience preferred

Minimum Qualifications:

• Must have thorough knowledge of and experience working with Applied Behavior Analysis (ABA)
• Experience working with students with disabilities and students with significant academic and behavioral needs
• Experience providing staff development in areas of academic and behavioral intervention
• Experience working with students with mental health and behavioral needs in systems (e.g., districts, private schools, alternative schools, court placements, children and family services)
• Experience working with diverse populations (e.g., socio-economic, academic, special needs)
• Experience with closing achievement gaps (e.g., data collection, interventions implemented)
• Experience working with larger systems (e.g., districts, ESCs, consortia, etc.) to effect change for student achievement (academic, behavioral, social, independent living skills) preferred
• Knowledge and application of current research methodology and best practices for academic, social, and behavioral intervention for students with significant needs (both general and special education populations)
• Knowledge of restorative practices and alternatives to discipline
• Knowledge and skills in data collection and analysis from individual student data to larger systemic data (e.g., teams, buildings, district) preferred
• Knowledge of universal screening in social-emotional learning and early reading and math literacy preferred
• Communicates accurately and effectively, both written and orally, to individuals, teams, staffs, and communities
• Collaborates with teams, agencies, and colleagues within school system, school community, surrounding cities, and counties

Position Qualifications:

• Strong assessment and organizational skills
• Ability to work collaboratively while also working independently
• Desire to collaborate with team members
• Solid communication skills
• Solid technology skills
• Reliable transportation
• Ability to lift up to 25 pounds
• Ability to pass state and federal background check