Coordinator of Special Education: Board Certified Behavior Analyst
Category 05 on the A&S Salary Scale, 12-month work year
Salary Range: $87,409 - $139,735
Reports to: Supervisor of Special Education
Employee Benefits Summary

Role Overview

To optimize educational programming and post-secondary outcomes of students with disabilities in their least restrictive environment while ensuring compliance with all federal state and local guidelines.

Minimum Requirements

• Holds current Certification as a Board Certified Behavior Analyst.
• Holds a Master’s degree from an accredited university in a clinical mental health discipline and/or education field such as: Applied Behavior Analysis, Psychology, Counseling, Clinical Social Work, Special Education.
• Has a commitment to the Master Plan of the Washington County Public Schools (WCPS) in Washington County and a commitment to its achievement.
• Has experience working with students with autism, emotional/behavioral disorders, oppositional defiant disorder, conduct disorder and/or intellectual disabilities.
• Has demonstrated success in using leadership skills.
• Has excellent human relations and communication skills.
• Has existing knowledge of data analysis.
• Has the ability to organize, prioritize, and manage work assignments in an efficient manner and within established time frames.
• Has the ability to communicate ideas clearly in oral and written form.
• Has the ability to work collaboratively with small and large teams to effect change and optimize efficiency.
• Has the ability to perform the essential functions of the job with or without accommodations.

Preferred Qualifications

• Has a minimum of two (2) years of experience as a Behavior Analyst working in school settings.
• Is eligible for Maryland State Department of Education Administrator endorsement.
• Demonstrates a thorough understanding of federal and Maryland special education law.
• Holds a Special Education teaching certificate.
• Has knowledge of medical assistance billing.
• Has an understanding of universal design for learning, exemplary instructional strategies and school schedules.

Role Responsibilities

• Ensures the implementation of least restrictive environment through professional development, support and oversight with a specific focus on adult support, nonpublic and regional/school based program placement.
• Establishes, maintains, and oversees data measurement and collection systems for special education students receiving behavior interventions or adult support, and monitor fidelity of implementation.
• Collects, summarizes, and graphs behavior data to create data tracking system in partnership with technology.
• Creates reports identifying the extinction of behaviors by school, program, and nonpublic placement.
• Identifies behavioral, social, and emotional educational needs of students referred using appropriate assessment measures.
• Coordinates and conducts staff development activities and in-service workshops for school personnel, including the provision of ongoing job-embedded training.
• Responsible for implementation and training for individualized educational program (IEP) software.
• Implements and monitors special education policies and procedures.
• Attends and chairs individual educational program meetings as needed
• Provides individual teacher and administrator training in lesson planning, behavior, and special education policies and regulations.
• Performs other duties as may be assigned.

Environmental Factors and Physical/Mental Requirements
The Environmental Factors and Physical/Mental demands represent those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Required periods sitting at a desk and working on a computer and other office equipment.
• Ability to sufficiently and efficiently move throughout the building and grounds for extended periods.
• Ability to intervene in physical interventions in order to maintain a safe learning environment.
• Must have the use of sensory skills in order to effectively communicate and interact with students, other faculty, staff, and parents as normally defined by the ability to see, read, talk, hear.
• Maintain emotional control under stress.
• Ability to travel district-wide and state-wide if needed.
• Ability to work prolonged and irregular hours.