Board Certified Behavior Analyst 1.0 FTE

The Chariho Regional School District is seeking applications for a district Board Certified Behavior Analyst (BCBA), 1.0 FTE.The Board Certified Behavior Analyst (BCBA) serves as a districtwide leader in building and sustaining strong, coherent Multi-Tiered Systems of Support (MTSS) for student behavior and social-emotional learning. This role focuses on building strong, consistent Tier 1 practices across all schools first, and then offers coaching, consultation, and support for Tier 2 and Tier 3 interventions as students require more targeted or intensive help. The BCBA uses principles of Applied Behavior Analysis (ABA), trauma-informed practice, and data-driven decision-making to support students, build educator capacity, and strengthen school wide systems that promote positive behavior, belonging, and equity.Success in this position is measured not only by student outcomes, but by the degree to which school teams become more confident, independent, and skilled in creating environments where all students thrive.Job DescriptionStrengthening Tier 1 (Universal) Systems Across All Schools: Coach teachers, support staff, and administrators in classroom management, reinforcement systems, routines, and proactive strategies aligned to Charihos Behavior Code and MTSS expectations.Support school MTSS teams in implementing consistent Tier 1 practices, including SEL instruction, data monitoring, and climate-building routines.Facilitate data-driven problem solving and review discipline trends using structured protocols to identify high-leverage improvements.Assist schools in building predictable, positive, trauma-informed learning environments that prevent escalation and promote student success.Tier 2 & Tier 3 Student Intervention Supports: Conduct Functional Behavior Asssessments (FBAs), preference assessments, and criterion-referenced assessments (e.g. VB-MAPP, ABLLS, AFLS).Support the development of behavior intervention and support plans, ensuring alignment to state laws and district practices, which include trauma-informed practices and the district MTSS framework.Provide job-embedded coaching to teachers, support professionals, administrators, and interventionists to ensure fidelity of MTSS and student behavior plans.Participate in problem-solving meetings to align interventions with student data.Support crisis response when required, assist with de-escalation, and guide teams through recovery planning.Capacity Building: Coaching, Training & Professional Learning: Lead high-quality PD for teachers, support professionals, specialists, and administrators on behavior supports, MTSS, ABA principles, intervention fidelity, and trauma-informed practices, and other PD as determined by the district.Train staff in data collection, progress monitoring, and reinforcement systems.Model best practices in real-time classrooms and provide coaching cycles that increase staff independence.Provide family-facing training or guidance when appropriate to enhance consistency across environments.Systems Leadership & Collaboration: Contribute to district strategic planning related to MTSS, SEL, student success, behavior initiatives, and continuous improvement.Collaborate with school psychologists, counselors, social workers, and administrators to align supports and avoid duplication.Serve as a thought partner for administrators in analyzing behavior systems, policies and practices.Support equity by identifying disproportionality in discipline and coaching teams in culturally responsive approaches.Data, Documentation and Compliance: Maintain accurate documentation of assessments, plans, and intervention data.Help schools interpret Tier 1, 2, and 3 data to drive decision-making.Ensure ethical, legal, and professional compliance with BACB standards, IDEA, Section 504, and district policies.Other duties as assigned by supervisor.Measures of Success (Evaluation Enhancements): The BCBAs impact will be assessed based on: Increase in Tier 1 fidelity scores and consistency across classrooms.Measurable reduction in major behavior events and chronic Tier 2/3 needs.Improvements in teacher and TA confidence, skill, and independence.Fidelity of behavior intervention plans across schools.Clear evidence of data-informed decision-making at MTSS and school teams.Strong relationships with staff, students, families, and administrators.Skills Required: Ability to read, analyze, and interpret professional journals, test data, technical procedures, or governmental regulations.

Ability to write reports, correspondence, and procedure manuals.Ability to effectively present information and respond to questions from groups, staff, parents, and the general public. Ability to utilize current technology for instruction, communication, data analysis, and access to research.Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to apply knowledge of current research and theory in specific field. Ability to establish and maintain effective working relationships with students, staff, and the community.

Ability to communicate clearly and concisely both in oral and written form. Ability to perform duties with awareness of all district requirements and school committee policies.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.While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear. Specific vision ability required by this job includes close vision and distance vision.

Frequently, driving is required to meet the demands of this job. Occasionally, yet essential to this position, the individual must meet deadlines with severe time constraints and interact with the public and with other workers.Ability to lift up to 25 pounds and participate in physical intervention support if needed.Requires frequent movement, modeling strategies, and responding to dynamic student needs.Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.Work occurs among multiple schools.