BCBA (District Wide) (SY26-27)

Chelsea Public Schools•Chelsea, MA

1d•Onsite

About The Position

Chelsea Public Schools (CPS) is a gateway school system that welcomes and educates all students and families. CPS believes all children are capable of achieving their personal best by ensuring a safe and supportive environment for school and classroom environments. The school system educates over 6,200 students in 11 schools, including a pre-K-1st grade school, 4 elementary schools, 3 middle schools, a virtual school, and 2 high schools. CPS is a culturally responsive school district. We believe that students learn best when they are engaged in meaningful relationships that foster and promote high expectations and risk-taking. We are a district of multilingual students where languages are an asset to student development and growth. More information about CPS can be found on our website at www.chelseaschools.com/cps.

Requirements

Board Certified Behavior Analysis.
Knowledge of and experience working with students with Autism Spectrum Disorder and/or students with behavioral needs, including those with severe social language and behavioral deficits.
Strong working knowledge of behavioral principals.
Experience with adaptive technology.
Experience working in the public school settings preferred.

Responsibilities

Function as a support to the Early Childhood through Post Grad consulting with teachers of students with Autism Spectrum Disorders and students with behavioral needs.
Serve as the point person for teams and administrators seeking additional support with strategies and interventions designed to support the needs of identified students.
Work collaboratively with teachers to provide support, coaching and consultation.
Provide consistent classroom observation and feedback sessions to support individual teacher professional improvement needs by using coaching cycles, co-teaching, modeling and pre and post reflection.
Support teacher planning/co-planning with the STARS and LINKS Curriculum as well as implementation of Behavioral Support Plans.
Modify materials and instruction, interpretation of IEPs and 504 plans and support of student integration.
Budget and order materials, gather and distribute professional and technical resources.
Collect and analyze assessment data and develop intervention strategies.
Plan, facilitate and/or participate in Professional Learning Committees, Faculty Meetings, Professional Development, and Chelsea Professional Learning Academies.
Participate as a team member of the district Behavioral Support Team, and school level Instructional Support Teams/Student Support Teams, as needed.
Train Teachers on implementation of VB-MAPP Milestone Assessment.
Meet weekly with Social Communication Teachers and Paraprofessionals, conduct observations as needed.
Provide consults to teachers and support staff as needed.
Conduct Functional Behavioral Assessments, write FBA reports and analyze findings, write Behavioral Support Plan’s based on Functional Behavioral Assessment.
Train and model for teacher teams the implementation of Behavioral Support Plans.
Collect Baseline Data on problem behaviors, graph behavior data, review behavior data with student’s classroom teacher 1-4 times a month (gradual release dependent on staff performance and problem behavior), and adjust Behavioral Support Plan as necessary.
Observe staff implementing Behavioral Support Plan and provide feedback and training as needed 1-2 times a month.
Attend IEP and 504 meetings for assigned students with behavioral needs, placed on Behavioral Support Plans, and on Behavioral Safety Plans.
Attend District Behavioral Support Team Meetings.
Consult with parents as needed for behavioral issues.
Collaborate with physicians and outside agencies as needed on a case by case basis.
Provide Professional Development as needed on classroom management and behavioral strategies and techniques.
Attend faculty meetings at the school where housed as well as district special education meetings.