SUMMARY: Screen, evaluate and treat speech and language disorders as well as provide feeding and swallowing management to promote safety in the school setting. Treatment to be provided to students with physical, cognitive, and emotional/behavioral challenges through interdisciplinary collaboration with teachers, parents and other related service providers. Therapist should be knowledgeable in the evaluation and treatment of receptive/expressive language, language processing, phonology, feeding disorders and augmentative and alternative communication (AAC) technology utilizing culturally and linguistically appropriate assessment tools.
ESSENTIAL DUTIES AND RESPONSIBILITIES
- Screen students for speech/language and feeding/swallowing difficulties and determining the need for further assessment and/or medical referral.
- Conduct a culturally and linguistically relevant comprehensive assessment of a student’s current language abilities including functional communication skill and social communication. Evaluation reports reflecting the practitioner’s findings should be well written and easily understood by the listener.
- Assess the need for AAC intervention. The Speech-Language Pathologist (SLP) will help provide programming as needed, monitor maintenance requirements for those devices, track student progress and coordinate with the family on expectations and progress.
- Develop the Individual Education Plan (IEP) for Communication, including expressive/receptive language, and pragmatics. Goals and/or programmatic supports for literacy development and self-regulatory functions that may allow a student to return to the mainstream curriculum should be included in the IEP when appropriate.
- Provide or share supports to families as needed to support generalization of skills across environments.
- Provide ongoing and periodic evaluations of student’s progress, documenting progress with the same frequency as for all students.
- Collaborate with teachers and other members of the school Individualized Education Plan (IEP) interdisciplinary team to determine appropriate educational and therapeutic services.
- Participate in the IEP planning and creation process. Collaborate with teachers within an interdisciplinary model to ensure positive programming for students on the SLPs caseload.
- Develop and maintain a positive and professional relationship with parents/caregivers.
- Submit all reports within designated time frames.
- Maintain an accurate record keeping system.
- Comply with ACCEL International for Saudi Arabia Education policies.
MINIMUM QUALIFICATIONS
- A Master’s of Science or Master’s of Art Degree from an accredited organization in Speech Language Pathology in health and/or school settings.
- Possession of a current license.
- Five (5) years in clinical/educational Speech Language Pathology serving three (3) years up to 18 years of age.
- Bilingual Arabic/English required
PREFERRED QUALIFICATIONS
- Professional certification from an accredited Speech and Language Association
SUMMARY: We’re an energetic company looking for a Physical Therapist to join our team. The ideal candidate for this position will identify, evaluate, and treat functional sensorimotor, perceptual, and fine motor deficits in students with physical, cognitive, and emotional/behavioral challenges through collaboration with teachers, parents and other related service providers.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
- Performs assessments, establishes functional goals and designs a treatment plan in collaboration with the student, family and multi-disciplinary Individualized Education Plan (IEP) team.
- Provides physical therapy intervention in accordance with established plan of care, including main physical therapy objectives which include but are not limited to: maintaining sitting balance, moving from class to class, navigating playground and other equipment, hydrotherapy exercises if applicable, assessing effectiveness of treatment and modifying when needed and other physical therapy related activities.
- Evaluates and writes evaluation reports for students receiving services.
- Develops and implements individualized educational plans and instructional programs.
- Provide ongoing and periodic evaluations of student’s progress, documenting progress with the same frequency as for all students.
- Communicates and documents with patient, family and members of the multidisciplinary team to promote maximum benefits of care.
- Discusses progress with the physician/psychologist/senior therapist/multidisciplinary team, and recommends changes to treatment plan and discharge.
- Contributes to the development of new student educational materials such as student instructions and exercise handouts.
- Contributes to the development of clinical protocols and student assessment forms.
- Instructs students and families in procedures and exercises to be continued at home.
- Participates as needed with on-going training of staff.
- Complies with all policies and procedures
QUALIFICATION REQUIREMENTS:
Bachelor of Science Degree in Physical Therapy from an accredited institution.
Possession of a current Physical Therapy License.
Minimum of three (3) years of experience in Physical Therapy, preferred with pediatric experience.
LANGUAGE SKILLS:
Ability to read, analyze, and interpret educational documents and assessments. Ability to respond to common inquiries or complaints from parents/caregivers and other individuals authorized to obtain educational information. Preferred bilingual in Arabic and English.
REASONING ABILITY:
Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
During the course of the workday, the employee is frequently walking and standing while performing the duties of this job. The employee may frequently bend or twist at the neck and back, reach with hands and arms, climb, balance, stoop, kneel, crouch or crawl while performing the duties of this job. The employee is regularly required to use hand and fingers to handle or feel objects, tools, or controls.
Specific vision abilities required by this job include peripheral vision, close vision, distance vision, color vision, depth perception and the ability to adjust focus. Specific hearing abilities required by this job include the ability to hear the spoken word at a normal volume and at 20 feet with back turned.
The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds, and occasionally lift and/or move up to 50 pounds. At times employee may, with assistance, lift and/or move up to an individual student’s body weight.
WORK ENVIRONMENT:
The work environment is representative of what an employee may encounter while performing the essential functions of this job.
The noise level in the work environment is usually moderate to loud. Students may exhibit inappropriate physical behavior which may include hitting, biting, kicking, etc.
POSITION RESPONSIBILITIES:
- Provide consultative and direct physical therapy services.
- Evaluate and write evaluation reports for students in need of therapy services using a variety of diagnostic tests, informal rating scales, observational opportunities and other means, as appropriate.
- Participates in MET and IEP meetings when appropriate, to discuss a student’s Physical Therapy evaluation, present level of performance and to make recommendations regarding IEP goals and objectives.
- Develops and writes Individual Education Plans for each student requiring therapy services providing student’s present level of performance and formulating annual goals and benchmark objectives.
- Evaluates student’s progress through ongoing and periodic assessments, documenting progress with the same frequency as for all ACCEL students.
- Prepares treatment plans that meet the functional needs of students.
- Maintain up to date and accurate student list, dates of IEP reviews, scheduled meetings, and current copies of student goals and objectives.
- Consults with teachers, therapists, directors and other school professionals to provide collaborative programming and problem solve student issues. Therapist will work, as appropriate, within the classroom utilizing a team approach with education staff in delivering functional activities.
- Develop and maintain a professional relationship with ACCEL staff, parents/caregivers and members of the community at large.
- Submit all reports within designated time frames.
- Maintain an accurate record keeping system.
- Maintains therapy department equipment and materials.
- Participates in school meetings, in-services, and committees designed to improve/enhance the overall school program. Contribute to the professional growth of colleagues by providing relevant in-services.
- Maintains regular attendance.
- Performs related duties, special assignments and projects as required by the Therapy Lead.
SUMMARY: Identify, evaluate, and treat functional sensorimotor, perceptual, and fine motor deficits in students with physical, cognitive, and emotional/behavioral challenges through collaboration with teachers, parents and other related service providers.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
- Provide consultative and direct occupational therapy services.
- Assess and evaluate the student’s skills and level of functioning using appropriate developmental instruments for different ages, developmental disabilities and severity levels.
- Develop and implement individualized educational plans and instructional programs.
- Assess the individual’s strengths and areas for improvement that will be addressed through therapy sessions and family programming.
- Assess occupations and/or performance skills such as self-care (ADL) gross motor, fine motor, perceptual visual-motor and social skills.
- Participate in Multidisciplinary Evaluation Team (MET) and Individual Education Plan (I.E.P) meetings when appropriate.
- Participate in the individual education planning, collaborating with teachers as appropriate for each student to receive occupational therapy services.
- Assess and conduct life skills training and development for all ages.
- Synthesize information obtained through observations, assessment and interpretation of the data collected in order to develop goals, intervention plans and approaches based on clinical judgement, knowledge and skills as well as evidence-based practices and models.
- Work collaboratively with multidisciplinary team to implement therapeutic and educational programs as well as art, recreational and technological based programs.
- Administer various treatment techniques including but not limited to customized intervention programs to improve one’s ability to perform daily activities, comprehensive home and job evaluations with adaptation recommendations and adaptive equipment recommendations.
- Monitor and evaluate the effectiveness of treatment and modifies as needed.
- Provide ongoing and periodic evaluations of student’s progress, documenting progress with the same frequency and maintain documentation that includes an initial assessment, progress notes and a dismissal.
- Communicate, develop and maintain a professional relationship with parents/caregivers and members of the multi-disciplinary team to promote maximum benefit of care and rehabilitation.
- Perform other duties to support the overall effectiveness of the unit.
- Comply with ACCEL policies.
QUALIFICATION REQUIREMENT:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required.
EDUCATION AND/OR EXPERIENCE:
- Bachelor of Science degree in Occupational Therapy from an accredited institution.
- Possession of a current license to practice Occupational Therapy
- Professional Certification required from an accredited organization
- Five (5) years of experience in Pediatric Occupational Therapy preferred and working with children with special needs.
- Possess skills in Recreational and Art Therapy
LANGUAGE SKILLS:
Ability to read, analyze, and interpret educational documents and assessments. Ability to respond to common inquiries or complaints from parents/caregivers and other individuals authorized to obtain educational information.
Bilingual in Arabic and English preferred.
REASONING ABILITY:
Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
During the course of the workday, the employee is frequently walking and standing while performing the duties of this job. The employee may frequently bend or twist at the neck and back, reach with hands and arms, climb, balance, stoop, kneel, crouch or crawl while performing the duties of this job. The employee is regularly required to use hand and fingers to handle or feel objects, tools, or controls.
Specific vision abilities required by this job include peripheral vision, close vision, distance vision, color vision, depth perception and the ability to adjust focus. Specific hearing abilities required by this job include the ability to hear the spoken word at a normal volume and at 20 feet with back turned.
The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds, and occasionally lift and/or move up to 50 pounds. At times employee may, with assistance, lift and/or move up to an individual student’s body weight.
WORK ENVIRONMENT:
The work environment is representative of what an employee may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate to loud. Students may exhibit inappropriate physical behavior which may include hitting, biting, kicking, etc.
POSITION RESPONSIBILITIES:
- 1. Provide consultative and direct occupational therapy services. Duties include: consulting and providing ideas to teachers and parents: providing therapy and instruction to students in the classroom setting.
- 2. Evaluate and write evaluation reports for students in need of therapy services using a variety of diagnostic tests, informal rating scales, observational opportunities and other means, as appropriate.
- 3. Participates in MET and IEP meetings when appropriate, to discuss a student’s Occupational Therapy evaluation, present level of performance and to make recommendations regarding IEP goals and objectives.
- 4. Develops and writes Individual Education Plans for each student requiring therapy services providing student’s present level of performance and formulating annual goals and benchmark objectives.
- 5. Evaluates student’s progress through ongoing and periodic assessments, documenting progress with the same frequency as for all ACCEL students.
- 6. Prepares treatment plans and develops creative therapeutic activities which reflect best practices and meets the functional sensorimotor, perceptual, and fine motor needs of students.
- 7. Maintain up to date and accurate student list, dates of IEP reviews, scheduled meetings, and current copies of student goals and objectives.
- 8. Consults with teachers, therapists, directors and other school professionals to provide collaborative programming and problem solve student issues. Therapist will work, as appropriate, within the classroom utilizing a team approach with education staff in delivering functional sensorimotor, perceptual, and fine motor activities. This will include providing writing activities when appropriate, developing sample materials and strategies for teachers when not in the classroom.
- 9. Responsible for determining alternate seating and adaptive feeding equipment needs of students.
- 10. Develop and maintain a professional relationship with ACCEL staff, parents/caregivers and members of the community at large.
- 11. Submit all reports within designated time frames.
- 12. Maintain an accurate record keeping system.
- 13. Maintains therapy department equipment and materials.
- 14. Participates in school meetings, in-services, and committees designed to improve/enhance the overall school program. Contribute to the professional growth of colleagues by providing relevant in-services.
- 15. Maintains regular attendance.
- 16. Performs related duties, special assignments and projects as required by the Leadership.
SUMMARY: The School Psychologist will be a seasoned professional that holds our values of initiative, dignity, excellence, accountability and service close to their heart. This person will work with an interdisciplinary team to conduct assessment, case management, classroom placement, behavioral intervention and data collection procedures for students with special needs. Evidenced based classroom practices, including the Model Classroom Program ©, will be implemented by the team. We need a dynamic individual with a demonstrated commitment to special education, nonprofit work and quality services for students with special needs.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
- Provides psychological assessment of referred students through appropriate testing and diagnostic practices to determine eligibility and placement for special education services.
- Consults with teachers and the interdisciplinary team to assist in the development of academic and behavioral programming for students.
- Provides staff training in methodologies consistent with the ACCEL Model Classroom Program ©.
- Assists in the development of school programs for a new special needs campus in Saudi Arabia.
- Works closely with administrators and staff to ensure effective implementation and maintenance of all ACCEL International school operations.
- Conducts the clinical interview to obtain information about the medical condition, family history and psycho-social history in general.
- Conducts evaluation, diagnosis and intervention plan through psycho-educational, standardized metrics for students ages 3 to 18 years of a variety of developmental disabilities and severity levels.
- Assesses student performance, conducts eligibility meetings and participates in multidisciplinary IEP meetings and implementation.
- Assists specialists and teachers to expedite the student’s development.
- Participates in developing student Individualized Education Plans (IEP) and conducts individual and family counseling.
- Complies with ACCEL International for Saudi Arabia Education policies.
MINIMUM QUALIFICATIONS:
- Master’s Degree in School Psychology, Clinical Psychology or Educational Diagnostician from an accredited university.
- Professional Licensure required from an accredited organization.
- Professional Certification required from an accredited organization.
- Five (5) years of post-graduation experience in School Psychology or Clinical Psychology or Counseling; including administering standardized assessments, diagnosing and counseling.
- Bilingual Arabic/English required.
BENEFITS:
- Comprehensive Benefits Package
- Collaborative Work Environment
- Favorable Time-Off Schedule
Please submit your cover letter and resume to HR@accel.org
SUMMARY: Provides evidence-based behavioral assessment, intervention, treatment and educational services to ACCEL programs for individuals with special needs. Provides case management, oversight, therapy, and develops behavior plans.
ESSENTIAL DUTIES AND RESPONSIBILITIES
• Provides direct services to clients regarding behavior and academic goals.
• Oversee, develop and implement skill acquisition programs and functional behavior assessments.
• Consults with and maintains a professional relationship with families, client, staff, professionals.
• Recommends solutions to problems with program development and implementation.
• Provides direction in establishment of program goals, protocols, and procedures.
• Analyzes client outcome data to make recommendations in program implementation.
• Can implement a variety of programs and demonstrates flexibility with the variety of individualized intervention cases
• Responds to and checks emails every 24 hours; Provides updates on goals, questions, and concerns.
• Submits reports in a timely manner to Supervisors for distribution to parents, school districts, Department of Education, agencies or other authorized parties.
• Maintain an accurate record keeping system.
• Copes with the stress of job responsibilities in adaptive and productive ways; demonstrates flexibility in responding to changes in cases, driving, meetings, etc.
• Knowledgeable of Applied Behavior Analysis and positive behavior support strategies, and able to model the application of empirically valid procedures in applied settings.
• Participates in meetings, in-services, and committees designed to improve/enhance ACCEL programs.
• Consults with other ACCEL professionals to provide collaborative programming and problem solve client issues.
• Performs related duties, special assignments and projects as required by the Director of Behavioral Services and/or Director or The BISTÅ Center.
• On time for scheduled meetings/appointments; notifies in advance if going to be late; follows company cancellation policy.
• Develops program goals, protocols, programs, teaching methods, and data collection systems for all cases. Program development requirements for cases are updated monthly or as needed.
• Reviews client outcome data in field (e.g., raw, daily and monthly summaries) to make recommendations in program implementation.
EDUCATION/EXPERIENCE REQUIREMENTS
• Master’s degree in a related field required
• BCBA required
• Senior level clinical skills
• Experience in behaviorally based programming for individuals with autism or other disabilities
• Administrative and supervisory experience in the field of Special Education or related field preferred
SUMMARY: Provides prescribed medical treatment and personal care services to students in consultation with physicians and families and complies with all regulatory agencies and laws.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
- Provides first aid and emergency care to students and staff.
- Takes and records students’ vital signs when needed. Dresses wounds, applies compresses, and ice bags.
- Observes students and reports adverse reactions to medication or treatment to supervisor.
- Administers oral, inhaled and topical medications to students. Maintains accurate records for medication administration.
- Assembles and uses such equipment as tracheotomy tubes, oxygen suppliers, and nebulizers.
- Inventories and requisitions supplies.
- Communicates necessary medical information in a timely manner to Nursing Supervisor and appropriate school personnel.
- Performs other responsibilities and projects as assigned.
QUALIFICATION REQUIREMENT:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION AND/OR EXPERIENCE:
Minimum a bachelor’s degree in nursing, or be a graduate from an approved nursing program. Two to four years related experience and/or training; or equivalent combination of education and experience.
LANGUAGE SKILLS:
Ability to read, analyze parents legal documents. Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community.
WORK ENVIRONMENT:
The work environment is representative of what an employee may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate to loud. Students may exhibit inappropriate physical behavior which may include hitting, biting, kicking, etc.
POSITION RESPONSIBILITIES:
- Care for students with medical/physical complaints. Refer students with injuries/illnesses to physician for examination and treatment.
- Provide for students’ health and physical needs by administering prescribed medications and medical treatment. Administer first aid treatment.
- Check unit dosage of prescribed medications and administer or distribute to students, as prescribed.
- Communicate students’ medication changes and/or behavioral problems to appropriate staff.
- Maintain medical records of student students, including: medical history, drug reactions, allergies, prescribed medications, injections, immunization shots, and other.
- Review medical history of applicants and may participate in evaluations for students by meeting with parents/school/staff. Assist in the development of individualized written health care plans for all students, when appropriate.
- Administer first aid and emergency medical treatment.
- Monitor and maintain records/inventory of stock drugs, bandages and other supplies, and medications, e.g., control drugs. Order prescriptions and medical supplies. Check medical equipment and supplies, e.g., aspirator and oxygen tanks, to ensure proper working condition. Sterilize equipment and supplies, as directed. Inform supervisor of needed repairs and malfunctions.
- Consult with supervisor to resolve medical-related problems and crises, e.g., emergency hospitalization.
- Conducts CPR and First Aid training for staff.
- Perform related duties, special assignments, and projects, as required.
SUMMARY: Assist in proactive behavioral interventions with individual students and/or classrooms under the supervision of the Department of Behavioral Services. Observe classrooms and/or students, design, and implement proactive behavioral interventions (Individual Behavior Intervention Plans – IBIPs) to improve students’ educational, social, physical, and behavioral growth needed to achieve the skill levels as identified in each student’s Individual Education Program (IEP).
Essential Duties:
- Assist classroom staff in planning and preparing materials for approved behavioral interventions.
- Assist in the design and implementation of approved behavioral intervention techniques under the supervision of the Department of Behavioral Services.
- Assist in the development of Individualized Behavior Intervention Plans under the supervision of the Department of Behavior Services.
- Respond to designated team calls and assist with behavioral interventions throughout the day.
- Attend meetings with classroom staff as needed regarding behavioral intervention techniques under the supervision of the Department of Behavior Services.
- Maintain a clean, safe, and stimulating environment for students.
- Maintain accurate records and files on all students assigned to the program.
- Assist in the collection of behavioral data in the classrooms.
- Collect, input, and review behavioral data monthly or as needed.
- Assist the Department of Behavioral Services in inputting, reviewing, and analyzing classroom data.
- Attend weekly behavior team meetings.
- Maintain regular attendance.
- Comply with ACCEL policies and procedures.
- In the absence of the Director of Behavioral Services assume essential job duties and responsibilities.
Qualification Requirement:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Candidates are to have passed all sections of the Therapeutic Crisis Interventions exam. In addition, candidates must continue to pass all refresher courses they attend.
Candidates must have an exemplary attendance record at ACCEL.
Candidates must be a member of the Behavior Team for at least three (3) months.
Candidates must be able to successfully complete the Behavior Technician Human Performance Evaluation (HPE).
Candidates must adhere to all requirements for employment:
Candidates for employment will be sent to a designated facility to undergo a drug-use test as part of the pre-employment process. From time to time, ACCEL will require employees to undergo drug-use or an alcohol impairment test on a random basis.
All personnel hired by ACCEL shall be fingerprinted as a condition of employment, except for certified personnel who, as a condition of certification are required to have a valid fingerprint clearance card. All other personnel shall obtain a state level fingerprint background check.
Have an annual TB test (negative chest x-ray or skin test) performed or provide documentation of TB tests performed within three months of employment.
Education and/or Experience:
A minimum of a high school or general equivalency diploma and experience working with ACCEL students and staff is required. Some college preferred. Successful completion of Therapeutic Crisis Intervention Training of Trainers and updates as needed. Employee must be a member of behavior team for at least 3 months.
Language Skills:
Ability to respond to common inquires from immediate supervisors and to communicate with co-workers regarding student issues. Ability to read, analyze, interpret, and complete educational and behavioral documents used in the school setting.
Reasoning Demands:
Ability to define problems, collect data, establish facts and draw valid conclusions.
Physical Demands:
The physical demands described here are representative of 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.
During the course of the workday, the employee is frequently walking and standing while performing the duties of this job. The employee may frequently bend or twist at the neck and back, reach with hands and arms, climb, balance, stoop, kneel, crouch or crawl while performing the duties of this job. The employee is regularly required to use hand and fingers to handle or feel objects, tools, or controls.
Specific vision abilities required by this job include peripheral vision, close vision, distance vision, color vision, depth perception and the ability to adjust focus. Specific hearing abilities required by this job include the ability to hear the spoken word at a normal volume and at 20 feet with back turned.
The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds, and occasionally lift and/or move up to 75 pounds. At times employee may, with assistance, lift and/or move up to an individual student’s body weight. The employee must run within the school building regularly and out of the school building occasionally. The employee will frequently need to get on the floor and physically intervene using Therapeutic Crisis Intervention techniques with students for short durations on a regular basis and occasionally for an extended period of time.
Work Environment:
The work environment is representative of what an employee may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate to loud. Students may exhibit inappropriate physical behavior which may include hitting, biting, kicking, etc.
Position Responsibilities:
- Assist teacher in establishing a classroom environment conductive to maximum learning by maintaining classroom structure and directing/cueing students to socially appropriate behavior.
- Observe, monitor, and assist classroom staff in the implementation of students’ approved behavioral programs.
- Gather information for and design Individual Behavior Intervention Plans under the supervision of the Department of Behavioral Services.
- Design and implement behavior intervention programs with assigned classrooms under the supervision of the Department of Behavioral Services.
- Assist with the supervision of students during arrival and dismissal, emergency drills, assemblies, play periods, field trips, and at all other times during the school day.
- Alert the teacher to any problem or special information about an individual student.
- Maintain dignity of students and confidentiality of information about students.
- Maintain confidentiality of information about classroom staff.
- Assist in the collection and review of educational, behavioral, and therapy data.
- Assist the classroom staff in correctly implementing behavioral interventions by meeting with and discussing, as well as modeling the appropriate behavioral interventions under the supervision of the Department of Behavioral Services.
- Assist in protecting and de-escalating individual students during crisis times.
- Alert the Department of Behavioral Services to any incorrect use of behavior interventions.
- Attend meetings, in-services, and serves on staff committees as required.
- Contribute to behavior team discussions regarding current behavior interventions with individual students, students in need of behavioral intervention, and/or staff needing behavioral intervention training.
- Perform related duties, special assignments, and projects that may be assigned.
- Maintain accurate records on all students assigned to the program.
- Assist in ensuring proper maintenance of classrooms and school facilities and report to Department of Behavioral Services any property damage, safety hazards, etc.
- Collect, input, review, and analyze data from assigned classrooms monthly or as needed.
- Attend meetings, in-services, and serve on staff committees as required.
- Perform related duties, special assignments, and projects that may be assigned.
- Maintain and update student files as needed throughout the school year.
- Attend weekly behavior team meetings.
- Maintains regular attendance.
- Comply with ACCEL policies and procedures.
- In the absence of the Department of Behavioral Services; supervise and instruct team members during team calls and behavioral interventions, and assist classroom staff with questions or concerns.
SUMMARY: Under the direction and guidance of the Behavior Analyst (BA) and the Lead Behavior Intervention Coordinator (LBIC), the Behavior Intervention Coordinator (BIC) will serve to support the Response Team (RT) and will ensure that the RT is proactively working with students and classroom teams to prevent crisis behavior, as well as serve as lead of the RT during crisis behavior. BICs will need to be proficient in behavior analysis, behavior management, physical interventions, and TCI (de-escalation techniques and restraints). As BIC, under the supervision of the Department of Behavioral Services’ BA, this position will observe classrooms and/or students to design and implement Strategies & Recommendations and Individual Behavior Intervention Plans (IBIPs) to improve students’ educational, social, physical, and behavioral growth needed to achieve the skill levels as identified in each student’s Individual Education Program (IEP).
Essential Duties:
- Responsible for being proactive by training (and using) behavior management strategies, such as using reinforcement, identifying functions of behavior, considering antecedents & consequences, implementing IBIPs or Strategies & Recommendations, and using Effective Instruction Delivery. BICs are also responsible for training (and using) physical interventions and TCI de-escalation strategies, such as managing the environment, behavior support techniques, and emotional first-aid.
- Responsible for leading and providing support to the RT during all Help or Team Calls by overseeing TCI de-escalation strategies such as crisis-co-regulation, managing aggressive behavior, using releases, and protective interventions. BICs are also responsible for training (and using) restrictive interventions, such as alternative area, alternative room, physical interventions, or physical restraints to keep students and staff members safe.
- Responsible for ensuring the appropriate assistance is provided by the RT to classroom staff in planning and preparing materials for approved behavioral interventions.
- Responsible for assisting in the design and implementation of behavior management techniques and approved behavior intervention strategies, as well as assisting in informing ACCEL staff of new or updated plans.
- Will assist the Lead BIC in the development of Individualized Behavior Intervention Plans under the supervision of the BA and assists in the appropriate dissemination of this information.
- Will assist the Lead BIC in the designing and implementation of student’s skill acquisition programs, as instructed by the BA.
- Will assist the Lead BIC in ensuring that a clean, safe, and stimulating environment for students and the RT is maintained.
- Will assist the Lead BIC in ensuring that accurate records and files on all students assigned to the program are maintained.
- Will assist the Lead BIC in ensuring that the collection of behavioral and academic data is being collected and inputted; may also assist in reviewing and analyzing data, as needed and as instructed by the BA.
- Will assist the Lead BIC in the appropriate collection, input, and review of behavioral data and assist in ensuring this is conducted as required on a monthly or as needed basis.
- Will assist the Lead BIC in the preparation and delivery of weekly Response Team Meetings. Will also assist in collaborating with Teachers, Therapy, and classroom staff during team meetings. May also be asked to attend IEP or intake meetings.
- Will serve in the Lead BIC position during any absence of the Lead and will ensure the appropriate leadership of the RT is maintained.
- Will assist in the collaboration with the BA and BIC Lead in determining the appropriate appointment of RT members for subsequent year based on individual successful performance requirements.
Qualification Requirement:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required
The BIC serves to support and provide leadership to the RT and must have served in the positon of a Behavior Technician for a minimum of a year and/or hold their RBT. If the BIC does not have their RBT, they must obtain their RBT within the first year of service as the BIC.
Candidates must pass all sections of the Therapeutic Crisis Interventions exam. In addition, candidates must continue to pass all refresher courses they attend.
Candidates must be able to successfully complete the Behavior Technician Human Performance Evaluation (HPE).
Candidates must adhere to all requirements for employment:
Candidates for employment will be sent to a designated facility to undergo a drug-use test as part of the pre-employment process. From time to time, ACCEL will require employees to undergo drug-use or an alcohol impairment test on a random basis.
All personnel hired by ACCEL shall be fingerprinted as a condition of employment, except for certified personnel who, as a condition of certification are required to have a valid fingerprint clearance card. All other personnel shall obtain a state level fingerprint background check.
Have an annual TB test (negative chest x-ray or skin test) performed or provide documentation of TB tests performed within three months of employment.
Education and/or Experience:
A minimum of a high school or general equivalency diploma and experience working with ACCEL students and staff is required. Some college preferred. Successful completion of the Registered Behavior Technician Certification Program within one year of obtaining the Lead Position. Successful completion of Therapeutic Crisis Intervention and updates as needed. Employee must have served as a Behavior Technician for a minimum of one year or have their RBT.
Language Skills:
Ability to respond to common inquires from immediate supervisors and to communicate with co-workers regarding student issues. Ability to read, analyze, interpret, and complete educational and behavioral documents used in the school setting.
Reasoning Ability:
Ability to define problems, collect data, establish facts and draw valid conclusions.
Physical Demands:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
During the course of the workday, the employee is frequently walking and standing while performing the duties of this job. The employee may frequently bend or twist at the neck and back, reach with hands and arms, climb, balance, stoop, kneel, crouch or crawl while performing the duties of this job. The employee is regularly required to use hand and fingers to handle or feel objects, tools, or controls.
Specific vision abilities required by this job include peripheral vision, close vision, distance vision, color vision, depth perception and the ability to adjust focus. Specific hearing abilities required by this job include the ability to hear the spoken word at a normal volume and at 20 feet with back turned.
The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds, and occasionally lift and/or move up to 75 pounds. At times employee may, with assistance, lift and/or move up to an individual student’s body weight. The employee must run within the school building regularly and out of the school building occasionally. The employee will frequently need to get on the floor and physically intervene using Therapeutic Crisis Intervention techniques with students for short durations on a regular basis and occasionally for an extended period of time.
Work Environment:
The work environment is representative of what an employee may encounter while performing the essential functions of this job.
The noise level in the work environment is usually moderate to loud. Students may exhibit inappropriate physical behavior which may include hitting, biting, kicking, etc.
Position Responsibilities:
- Serves to provide interactive support and leadership to the RT and teachers in establishing classroom environments that are conductive to maximum learning by maintaining classroom structure and directing/cueing students to socially appropriate behavior.
- Serves to provide interactive support and leadership to the RT and assistance to the Lead BIC in the observance, monitoring, and assistance with classroom staff in the implementation of students’ approved behavioral programs.
- Serves to provide interactive support and leadership to the RT and assistance to the BIC Lead in the gathering of information for and design of Individual Behavior Intervention Plans under the supervision of the BA.
- Serves to provide interactive support and leadership to the RT and assistance to the Lead BIC in the designing and implementation of behavior intervention programs with assigned classrooms under the supervision of the BCBA.
- Serves to provide interactive support and leadership to the RT and assistance to the Lead BIC in the supervision of students during arrival and dismissal, emergency drills, assemblies, play periods, field trips, and at all other times during the school day.
- Serves to provide interactive support and leadership to the RT and assistance to the Lead BIC in alerting the teacher to any problem or special information about an individual student.
- Serves to provide interactive support and leadership to the RT and assistance to the Lead BIC in ensuring that the RT maintains the dignity of students and confidentiality of information about students.
- Serves to provide interactive support and leadership to the RT and assistance to the Lead BIC in ensuring that the confidentiality of information about classroom staff is maintained.
- Serves to provide assistance to the Lead BIC in ensuring the appropriate level of assistance is provided in the collection and review of educational, behavioral, and therapy data.
- Serves to provide interactive support and leadership to the RT and assistance to the Lead BIC in ensuring that classroom staff is appropriately assisted in correctly implementing behavioral interventions by meeting with and discussing, as well as modeling the appropriate behavioral interventions under the supervision of the BA.
- Serves to provide interactive support and leadership to the RT and assistance to the Lead BIC in ensuring that the RT members are appropriately assisting in protecting and de-escalating individual students during crisis times.
- Assists the Lead BIC in ensuring RT members are attending meetings, in-services, and serves on staff committees as required and directed.
- Assists the Lead BIC during behavior team discussions regarding current behavior interventions with individual students, students in need of behavioral intervention, and/or staff needing behavioral intervention training under the direction of the BA.
- Is responsible for performing related duties, special assignments, and projects that may be assigned by BA or the Principal.
- Assists the Lead BIC in ensuring the appropriate maintenance of accurate records on all students assigned to the program.
- As BIC is responsible in ensuring that proper maintenance of classrooms and school facilities are provided and will report any property damage, safety hazards, etc. to appropriate leadership individuals.
- As BIC Is responsible for the appropriate collection, input, review, and analysis of data from assigned classrooms monthly or as needed.
- As BIC, will ensure that student files will be maintained and updated as needed throughout the school year.
- Assists Lead BIC in the development, implementation and delivery of effective and meaningful RT meetings that are designed to provide guidance and support and should be regularly scheduled for the improvement of services by the RT.
- As BIC, will maintain regular and timely attendance.
- Will comply with ACCEL policies and procedures.
- As BIC, is responsible for supervising, instructing and providing guidance to RT members during all team calls and behavioral interventions, and when assisting classroom staff with questions or concerns