BCBA: Eastford Road School (Grades PreK-1)

Southbridge Public Schools•Southbridge, MA

About The Position

Background on Southbridge Public Schools: Southbridge Public Schools serve approximately 2,200 students in six schools. The district is presently undergoing extensive turnaround at all levels, with the assistance of the Massachusetts Department of Elementary and Secondary Education. This creates unique opportunities for teachers and students. One example is a long-term partnership with the University of Connecticut to develop Southbridge Schools to be a national demonstration site for successful implementation of PBIS strategies. Additionally, the district is the recipient of a number of significant grants that allow Secondary School resdeisgn, curriculum enhancements, improved culture and climate and afterschool opportunities for students. If you feel strongly about improving the educational experience for students and have a commitment to social justice, Southbridge Public Schools welcomes you. More information about Southbridge Public Schools can be found here . JOB DESCRIPTION: Provide consultative and evaluative services for diagnostic, preventative and intervention purposes in the school setting. The BCBA conducts descriptive and systematic behavioral assessments, including functional assessments, and provides behavior analytic interpretations of the result. The BCBA teaches others to carry out ethical and effective behavior analytic interventions based on published research and designs and delivers instruction in behavior analysis. The following outline of the role and responsibilities is intended to provide a broad overview according to the needs of the school district.

Requirements

Massachusetts DESE Licensure as a Behavior Specialist or related Certification
Ability to utilize a variety of behavioral and educational techniques in working with students
Knowledge of various stages of child development
Ability to understand dynamics of children and families from various cultural backgrounds
Knowledge of instructional differentiation strategies to support students with a range of learning needs.
Knowledge of language development so that preventative programs can be in primary grades.
Knowledge of and skills in the dissemination and interpretation of behavioral or educational and adaptive functioning information to parents and school personnel
Ability to produce concise educational reports which are understandable to both teachers and parents.
Certification: Board Certified Behavior Analyst
Licensed with the Massachusetts Board of Registration of Allied Mental Health and Human Services Professionals.
Master’s degree in related field

Nice To Haves

Experience working in schools and/or social service agencies with clients from culturally and socio-economically diverse backgrounds.
Experience in providing consultation services including workshops to professionals and clerical support personnel
Demonstrated experience supporting students with special needs
Demonstrated experience with second language acquisition

Responsibilities

Provide consultation to individual students, classroom teachers and educational assistants.
Provide consultation to families as requested by student’s TEAM.
Complete individual FBAs (Functional Behavior Assessments) as needed.
Develop and train staff members to implement BIPs (Behavior Intervention Plans) for individual students as needed.
Consult with classroom teachers to develop classroom-wide management systems.
Work collaboratively with all members of the TEAM (Team Chair, S/L, O/T, Adjustment Counselor, etc.).
Provide training and support to staff related to the implementation of recommendations, including modeling of recommendations as appropriate.
Assist staff in creating visual systems for students as necessary.
Develop data collection systems for individuals and classrooms.
Provide training to teachers/teaching assistants for implementation of data systems
Graph, monitor and analyze data that is collected.
Provide professional development opportunities for teachers and parents.
Attend TEAM meetings.
Develop IEP goals and objections.
Ensure that all treatment methodologies are evidence based and reflect the most recent research findings.
Assist in planning and implementation of transition services for students moving from elementary to middle school, middle to high school, and high school to adult services.
Develop and oversee specialized programming.
Work collaboratively with administrators to provide consultation as needed.
Run social skills groups for students
Performance of other job-related duties as assigned, such as participation in various committees including PBIS and SBST Teams
Assist with 504's