Board Certified Behavior Analyst

Job Description Title: Board Certified Behavior Analyst Minimum Qualifications: •Board Certified as a Behavior Analyst. •Hold or be eligible for NH Certification. •Minimum of three to five years in public school experience. Desired Attributes: •Communicate effectively in written and oral form using positive interpersonal skills. •Ability to develop and implement behavior intervention plans, classroom management systems, and reinforcement systems.

•Ability to use effective instructional strategies and techniques for at risk learners. •Experience in the development and implementation of affective/social skills lessons, Individual Education Plans related to appropriate goals and benchmarks and progress monitoring systems. •Ability to develop and provide training related to effective research based practices in all school settings. •Experience with group facilitation and problem-solving strategies and ability to effectively lead/facilitate group processes •Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable.

Reports To: Director of Student Support Services or Designee SAU 34 Strategic Plan Priority Areas: Student Success: •SAU 34 is committed to preparing students for success in postsecondary education and the workforce by providing every student with a high-quality education rooted in purpose, self-determination, meaningful relationships, and regular feedback. •Students will develop critical academic skills and the key competencies outlined in our Portrait of a Graduate: adaptive perseverance, responsibility, a learner's mindset, global citizenship, communication, critical thinking, and collaboration.

Culture: •SAU 34 fosters a responsive and high achieving culture by prioritizing a welcoming, positive environment, grounded in the tenets of the Portrait of a Graduate. •This environment allows students and staff to feel physically, psychologically, and emotionally safe, supported, connected, and empowered with a strong sense of purpose. Learning Environments: •SAU #34's physical environment and resources for learning have a direct impact on student success and culture, reflecting the community's values.

•SAU #34 will provide and maintain future focused facilities that support high quality and diverse educational opportunities for every student. Job Goal: Through assessment and evaluation, work with IEP and school based teams to develop and implement programs and intervention plans, consistent with school district policy and NH state law related to behavior management, to remediate behavioral, social, academic, and/or communication problems for students eligible with emotional/behavioral disturbance, intellectual disability, and autism spectrum disorders.

Serve as a consultant to school personnel and parents of these students. •Work with teams to conduct Functional Behavioral Assessments, to include using Practical Functional behavioral assessment methods and skills based treatment, for students who are demonstrating significant interfering behaviors. •Collaboratively design intervention plans and programs for students that are consistent with the total educational philosophy of the district aligned with the Districts Multi-Tiered System of Support model to provide intervention at the most appropriate level and in the least restrictive environment •Collaborate with general education and special education teachers, related service providers and school administration to implement, monitor and revise high quality ASD programming.

•Work as a team member: in the development and implementation of inclusive strategies; identification of social/behavioral problems; development of the individual educational programs for the students; evaluation of student progress; in referring those students who require further evaluation or follow-up services to the appropriate school personnel or community agencies; and developing and maintaining home-school relations in crisis situations with the stud