BOARD CERTIFIED BEHAVIOR ANALYST (BCBA)

Scoot is thrilled to offer full-time and part-time roles in Special Education!

These roles entail working in small groups or 1:1 settings with students with special needs and/or the adults who provide services to students with special needs. The needs of this student population can range from “mild/moderate” to “moderate/severe” (also known as Extensive Support Needs).  Special Education is a large umbrella that captures intellectual, cognitive, physical, emotional and behavioral disabilities.

For some roles in this category, school partners require additional training.  In some cases, Scoot can provide this training.  Time spent in Scoot-provided training is paid to the educator and is a great way to accelerate your career.

In all cases, Scoot Consultants will inform Scoot Educators on the details, requirements, and demands of the role. Should the assigned duties differ or if a Scoot Educator be asked to perform tasks outside of what was originally described to them, the Educator is responsible for contacting their Consultant immediately.

BOARD CERTIFIED BEHAVIOR ANALYST (BCBA)

• ESSENTIAL FUNCTIONS

  As a Board Certified Behavior Analyst (BCBA) with Scoot, you will:

  • Supervise Registered Behavior Technicians (RBT) in compliance with Behavior Analyst Certification Board (BACB) rules, regulations and guidelines.
  • Coach and develop Registered Behavior Technicians (RBT).
  • Intervene to support the safety and wellbeing of students and adults as needed in the service of students and the supervision of Registered Behavior Technicians (RBT)
  • If applicable and requested by a school, provide expertise, assessment, and recommendations to the creation and improvement of IEP, BIP and 504 plans.
  • Conduct Functional Behavioral Assessments as part of the IEP and BIP process.
  • Serve as a member of the IEP/BIP team.
  • Provide instructional, behavioral, physical, and language support (if bilingual) to students with Individual Education Plans (IEP), Behavior Intervention Plans (BIP) or 504 Plans in partnership with special education and general education teachers.
  • Provide accommodations/modifications as per a student’s Individual Education Plan (IEP).
  • Support the implementation of a Behavior Intervention Plan (BIP) under the direction of a special education teacher.
  • Support students with a range of challenges that can manifest themselves in behaviors such as elopement, physical, or verbal aggression. Scoot Educators accepting such roles, should be prepared for such behaviors.
  • Conduct behavioral training and support for teachers, support staff, and other necessary personnel on (not limited to) behavioral strategies and de-escalation, PBIS, etc.
  • Participate in additional training including Crisis Prevention Intervention, as required by the role. If required, training will be paid for by Scoot and may take place in person.
  • Be prompt and reliable, appropriately dressed, groomed, and follow and adhere to Scoot policies and guidelines.
  • Comply with verbal and written directions and establish effective working relationships with staff and students.
  • Communicate materials to students in a confident and clear manner and otherwise ensure students’ optimal learning.
  • Manage student behavior effectively and consistently, providing appropriate disciplinary measures as needed and according to School policies.
  • Respond appropriately in the event of an emergency, ensuring that students follow School safety guidelines.
  • Comply with and enforce school and division regulations and policies.
  • Maintain confidentiality of students and families as mandated by district, state and federal regulations.
  • Perform other duties as assigned by Scoot Education and School administrator(s) in accordance with Scoot Education, School, and division policies and practices.

• PHYSICAL REQUIREMENTS

  • Frequently required to walk, sit, stand and/or bend for long periods of time.
  • Must be able to communicate with and observe students and surroundings throughout the workday - including traveling to multiple school sites within the same day.
  • Required to lift, push, pull and/or carry up to 30 pounds without assistance.
  • In Special Education settings, some physical contact with students may be possible or expected. All physical expectations will be communicated upon accepting an assignment.
  • Ability to effectively work in a structured and frequently fast-paced environment, including potentially participating in extracurricular activities and events.
  • Visual and auditory capabilities: Teachers should have sufficient vision and hearing, with or without reasonable accommodation(s) to effectively observe and communicate with students in various settings, including classrooms, playgrounds, and other learning environments.
  • Individuals in these roles may be required to implement de-escalation techniques where warranted/directed by the supervising special education teacher in alignment with Crisis Prevention Intervention training. Physical contact may be required, but should be done as a last resort.
  • Some roles require delivering toileting or diapering services based on the students’ needs. Scoot Educators will only be placed in such roles if they are comfortable with toileting/diapering tasks. Consultants will inform Scoot Educators of the toileting/diapering demands of a role. Two or more adults are required for Toileting tasks. Never perform Toileting tasks alone. Should the role require tasks of this nature which the educator was not informed about, the Scoot Educator should contact their Consultant immediately.
  • Scoot Educators should never deliver CPR, First Aid or Medication - unless certified to do so AND happen to be the only adult present or available.

• EDUCATION and CERTIFICATION REQUIREMENTS

  • Board Certified Behavior Analysts (BCBA) must maintain a valid and active BCBA Certification as authorized by the Behavior Analyst Certification Board (BACB). The cost of maintaining an BCBA certification is the responsibility of the Educator.

• WORK ENVIRONMENT

  • To perform this job, the individual must be able to carry out all essential functions satisfactorily and comply with all additional requirements. The work environment characteristics described are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions of the job.
  • This job description is intended to describe the basic, critical elements of the job and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions associated with the job.
  • Should the assigned duties of a role ever differ from what a Scoot Consultant has shared with the Scoot Educator (i.e. physical contact with students, toileting/diapering, needs and number of students, etc.), the Educator should contact their Consultant immediately.

Job descriptions are not designed to cover or contain a comprehensive list of activities, duties, and responsibilities that are required by a educator. Duties, responsibilities, and activities may change or new ones may be assigned.