Board Certified Behavior Analyst

The primary role of the BCBA is to support the development, implementation, and refinement of programmatic and individual social and behavioral supports, using strategies based on principles of applied behavior analysis (ABA).

The BCBA will function in a consultative role, whose expertise will increase the capacity of all team members to effectively provide least restrictive behaviorally-based supports to students and related professional development and direct training to staff throughout each school day.

Services may include: functional behavioral assessment, behavior plan development, development of individualized skill building curricula, staff and parent training, and consultation to all team members. The BCBA will provide these services in the school setting.

Duties:

The following outline of the role and responsibilities is intended to provide a broad overview, but is subject to change according to the needs of the school district, as required by the Director of Special Education, and the Chief Academic Officer.

• Adheres to all ethical guidelines, as outlined by the BACB. Adheres to all state and district designed special education processes and procedures.
• Creates & implements staff training and development around principles of ABA and related school-based topics during building based and district wide professional development opportunities throughout the school year, as directed by Director of Special Education and building Head of School.
• Conducts assessments including, but not limited to: Functional Behavioral Assessment/Analysis (FBA/FA), adaptive assessments (i.e., Vineland, ABAS-3), social/language/skills-based assessments (i.e., ABLLS-R, VB-MAPP, AFLS), home visits, and other related assessments necessary to analyze measurable information to formulate team recommendations and action planning toward overcoming learning barriers and meeting IEP goals and objectives.
• Collaborates with educational teams to create Behavior Intervention Plans (BIPs) and other behaviorally based student support interventions that are feasible for implementation across all educational settings.
• Creates and implements structured program/individual staff training on therapeutic staff design/implementation of BIPs and other individualized recommended strategies to ensure: high fidelity of implementation, progress monitoring, and student success and independence.
• Models applied behavior analytic intervention strategies and data collection techniques for direct service providers, classroom teachers, paraprofessionals, and other school-based stakeholders
• Monitors data on a scheduled basis, identifies change timelines, shares action steps to staff, and provides real time feedback to staff following observations.
• Directly assists and supports teams with crisis/safety situations where staff require additional direct support and/or modeling. Supports crisis events using least aversive procedures, and works under the guidance of building administration regarding action planning.
• Provides staff consultation on assessment and implementation of social skills instruction.
• Facilitates action and solution based team consultation meetings with classroom teachers/related service providers/paraprofessional staff, as needed by IEP team members and other stakeholders.
• Attends all required IEP meetings, when role is assign to IEP or an evaluation has been requested/completed. Attends all additionally requested meetings with IEP teams, families, and/or community stakeholders.
• Fulfills all written IEP responsibilities, including but not limited to: student strengths and key evaluation summaries, accommodations, methodologies, service delivery grid. Provides consultation to the team on social/behavioral goals/objectives, as needed.
• Provides consultation to families and community stakeholders, as requested.
• Schedules and documents provision of services to students, as outlined in individual IEPs.
• Assists in maintaining & updating internal and external Shared Resources (i.e., internal G-drive resources,).
• Serves as a member of Student Support Teams (SST), as requested by building Head of School and/or Director of Special Education.
• Performs other duties as requested by the building Head of School, the Director of Special Education, or the Director of Academics, within the scope of job description.

Additional Duties:

• Experience working with students who have developmental disorders, autism spectrum disorders, or emotional/behavioral disorders.
• Experience working with students with behavioral challenges including self-injury and aggression.
• Familiarity with curriculum development, Language Arts, Mathematics and Content Area knowledge base and facility with modifying curriculum to align with the Massachusetts Curriculum Frameworks and Assessment System.
• Familiarity with a variety of therapies and ability to work effectively with people from a variety of treatment perspectives.
• Ability to handle multitude of varying and complex issues.
• Excellent oral and written communication skills.
• Computer experience.
• Conduct Functional Behavioral Assessments, write ABA programming, and assess performance via continuous data collection.
• Provide continued review and refinement of ABA programming in order to meet student IEP goals.
• Train staff in implementation of programming and oversee home programming.
• Provide guidance to development of district programs.
• Manage behavioral crisis situations: modeling interventions, staff training, crisis plan and behavior support plan development, and team and family follow up.
• Work effectively with team members, professional and community contacts, school staff and parents.
• Consistent, reliable and punctual attendance is essential for supervision and instruction of the students.
• Responsible for implementing “other job-related duties” as needed.

Qualifications:

• Board Certified Behavior Analyst (BCBA) & State Licensed Behavior Analysts (LABA) preferred.
• Experience writing IEP goals and objectives.
• Experience with staff training.
• Working knowledge of the Massachusetts Curriculum Frameworks.
• Effective communication skills with families and community stakeholders.
• Experience working in an urban setting preferred.
• At least 2-4 years of relevant experience preferred.
• Bilingual Preferred (English/Spanish.
• Master degree preferred.
• Teaching license preferred but not required.

Physical Requirements:

• Must be physically able to respond (e.g., push, pull, or carry at least 60 lbs.) to students who are physically unsafe and use physical restraints as part of a de-escalation process.
• Must be able to physically respond to students who have bolted from the building.
• Must be able to physically maintain a safe learning environment, including moving furniture in response to a crisis situation.
• Must be able to travel between multiple school locations.

• Community Day Charter Public School participates in the E-Verify program to determine the immigration and work-eligibility status of prospective employees. Please refer to the Notice of E-Verify Participation and the Right to Work documents for more information.
• Community Day Charter Public School is affiliated with The Community Group (TCG), a private, nonprofit organization that has been creating opportunities through education since 1970. TCG manages various programs, including a network of early childhood and out-of-school time programs, a K1-8 charter public school, training programs, and a child care resource and referral program, Child Care Circuit.
• The Community Group is fully committed to Equal Employment Opportunity and to attracting, retaining, developing, and promoting the most qualified employees without regard to their race, gender, color, religion, sexual orientation, national origin, age, physical or mental disability, citizenship status, veteran status, or any other characteristic prohibited by federal, state or local law. In addition, we are dedicated to providing a work environment free from discrimination and harassment and where employees are treated with respect and dignity.