Board Certified Behavior Analyst (District-Wide)

Chicopee Public Schools•Chicopee, MA

1d•Onsite

About The Position

The Board Certified Behavior Analyst (BCBA) will be responsible for designing, developing, and implementing behavioral intervention plans across the district. This role involves participating in behavior teams, providing support and guidance to teachers and staff on behavioral interventions, and developing programs for students requiring specific teaching methodologies like discrete trial teaching and ABA programming. The BCBA will also build program capacity, offer professional development, and consult with various school personnel and administrators regarding students with behavioral challenges. Additionally, the position supports Autism Programs, assists in data collection and analysis to drive instruction, and completes Functional Behavioral Assessments.

Requirements

Master's Degree preferred from an accredited college or university.
At least 3 years of relevant experience preferred.
Must be trained, or willing to be trained, in the de-escalation and physical restraint techniques utilized by the District.
Citizenship, residency or work visa required.
This job requires traveling between school buildings within the City.
Must be physically able to operate a variety of equipment including computers, copiers, adding machines, etc.
Must be able to exert up to 50 pounds of force occasionally, and/or up to 30 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects, and/or to lift, carry, push, and pull or otherwise move objects, including the human body.
Must be able to stand, crouch and bend over for a long period of time at intervals throughout the day.
Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
Requires the ability to read a variety of correspondence, reports, forms, newsletters, schedules, manuals, invoices, requisitions, menus, recipes, journals, etc.
Requires the ability to prepare correspondence, reports, forms, evaluations, procedures, charts, surveys, articles, bid specifications, brochures, news releases, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style.
Requires the ability to speak before groups of people with poise, voice control and confidence.
Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions.
Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical, legal, accounting and marketing terminology.
Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra and geometry.
Requires the ability to inspect items for proper length, width and shape.
Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
Requires the ability to talk (expressing or exchanging ideas by means of spoken words) and hear (perceiving nature of sounds by ear). Must be able to communicate via telephone or radio.

Nice To Haves

Master's Degree from an accredited college or university.
At least 3 years of relevant experience.

Responsibilities

Designs, develops, and implements behavioral intervention plans
Participates in behavior teams providing support and management for the implementation of behavior plans
Maintains appropriate records, assists and provides guidance for teachers and other staff in the implementation of behavioral interventions
Develops programs for students that require discrete trial teaching, ABA programming, and assessment related interventions utilizing the ABLLS/VB-MAPP
Builds program capacity throughout the district as required
Provides coaching and professional development to staff on behavior interventions and supports
Participates in IEP meetings on an as-needed basis
Confers with general education classroom teachers, along with special education teachers and school staff regarding students with behavioral challenges
Participates in the referral and/or re-evaluation process for selected students when a diagnosis of ASD is being considered for school-determined eligibility
Provides consultation and support to all Autism Programs (district program serving students with ASD)
Supports staff on skill development for individual student's collection and using data to drive instruction and programming for individual students
Works cooperatively with special education administrators, school psychologists, social workers and special education teachers in developing FBA/BIP procedures and paperwork
Assists with maintaining student data and assist special education teachers in preparing pertinent reports including data collection and analyzing graphs to assess efficacy of strategies
Completes and reports on the findings of Functional Behavioral Assessments
Assists in the communication and enforcement of federal and state laws and regulations, as well as, district policies and procedures
Works cooperatively with school administration, staff, and special education
Carries out other responsibilities as designated by the Director and/or Coordinator of Special Education
Reports directly to the Special Education Director and/or Coordinator
Respects students, parents, guardians and community
Assists parents with questions and concerns
Maintains professional relationships with students, parents and guardians
Respects and embraces students of diverse backgrounds and experiences
Assists in the protection of students and property
Assists Principal or Vice Principal in fire and other emergency drills
Maintains a high level of personal integrity, confidentiality and a strong work ethic
Participates in district professional development
Assists with developing and providing staff training, modeling, consultation, and preparation for working effectively with students with a diagnosis of autism or autism spectrum disorder as well as those students with other behavioral disorders
Develops and co-facilitates monthly professional development for the Autism teacher training series
Develops and facilitates professional development for the Autism teachers as needed
Meets weekly with the Special Education Coordinator for the Autism Program