26-27 Long Term Substitute Board Certified Behavior Analyst II (BCBA)

Position Summary

Under the direction of Special Education Department the Board-Certified Behavior Analyst (BCBA) will collaborate with staff who work with students with disabilities. The BCBAs focus is to assess student behavior develop behavior intervention plans (BIPs) using the Principles of Applied Behavior Analysis (ABA) and consult/coach staff and administrators so that students can access the curriculum and demonstrate progress.

Essential Functions & Responsibilities

The essential functions or responsibilities listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar related or a logical assignment to the position

• Maintain responsibilities outlined in the BCBA Ethical Code including but not limited to:
• Develop behavior support plans for students requiring informed and signed consent prior to implementation of intervention. All plans are based on assessment in accordance with BACB guidelines
• Develop skill acquisition programs for students which include individualized observable measurable and socially significant goals.
• Develop data collection systems for students and classrooms requiring behavior plans
• Attend consultation and IEP Team meetings as requested or mandated.
• Train school staff (including paraprofessionals) students and families on implementation of behavioral skill acquisition and behavior change procedures and protocols (using Behavior Skills Training model incorporating instruction modeling rehearsal and feedback) including data collection
• Supervise implementation of skill acquisition and behavior change programs and procedures by observing modeling providing feedback and providing ongoing training to others.
• Conduct comprehensive Functional Behavioral Assessments (FBAs) and make appropriate clinical recommendations.
• Create Behavioral Support Plans (BIPs) that can be implemented in a classroom and outline how data is collected to measure progress on the BIP.
• Provide consultation for staff students families and other caregivers.
• Collaborate and consult with other providers regarding behavior plans curriculum modifications accommodations and social skills
• Review and edit IEP goals for behavior needs. Assure that all behavior objectives in each students IEP are addressed and implemented with fidelity
• Graph and analyze data collected by teachers and staff.
• Perform periodic observational checks and monitor procedural integrity
• Provide behavioral reports to Special Education and/or General Education administration staff and team members who have been approved to access data (i.e. Adjustment Counselors Psychologists Consultants etc.)
• Disseminate ABA principles and concepts across people and settings.
• Maintain student records and documentation in accordance with the Ethical Code.
• Participates in program/administrative meetings as requested by supervisors.
• Stay abreast of developments and changes in district and state-wide policies and procedures
• Maintain professional status as required (certification etc.)
• Assist with other duties as directed by supervisory staff.

Qualifications Knowledge Abilities & Skills

• MA state Board Certified Behavior Analyst (BCBA) Certification
• At least 3 years of relevant experience preferred
• Experience working with young children birth through age five and their families in group educational community-based or family support settings.
• Experience working effectively with culturally linguistically ethnically and economically diverse families including families of children with disabilities or developmental needs.
• Warm welcoming respectful and inclusive approach to working with children and families.
• Strong interpersonal and communication skills with the ability to build positive relationships with families colleagues community partners and service providers.
• Strong organizational skills attention to detail and ability to prioritize and manage multiple responsibilities.
• Ability to work collaboratively as part of a team while also working independently with appropriate initiative and judgment.
• Comfort using technology for communication documentation outreach and program coordination including Google Drive Forms Sheets and Docs.
• Degree coursework training or relevant experience in early childhood education child development family support special education social services or a related field preferred.
• Fluency in English required; bilingual Spanish/English or Portuguese/English skills strongly preferred.
• Demonstrated commitment to equity inclusion family engagement and closing opportunity gaps for young children and families.

Physical Requirements

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 positions essential functions.

• Mobility:Frequent walking standing and navigating stairs.
• Lifting/Strength:Ability to lift push pull or carry objects ranging from 10 to 30 lbs (e.g. books supplies equipment).
• Physical Dexterity:Bending crouching kneeling stooping and reaching to assist students.
• Stationary Tasks:Remaining in a stationary position (sitting/standing) for long periods.

Reporting Relationships

• Position Reports to:SFLC Early Beginnings Family Support Programs Director

Terms of Employment

• Position Type:Full Time
• Schedule: August - June
• FLSA Classification:Exempt
• Union Status:SEU Unit A
• Work days and salary will be prorated toaccording to the actual start and end dates of the assignment

209-day work year
Scheduled School Year:184 days
Additional work days:25 daysoutside of the regular school year which would include SPED Summer School Programs.

Pre-Employment Requirements

MA Criminal Offender Record Information (CORI) Clearance

Fingerprints

The Somerville Public School does not discriminate in its programs facilities or employment of educational opportunities on the basis of race color age religion disability pregnancy home status marital/civil union status sex/gender gender identity sexual orientation citizenship status place of birth national origin ancestry cultural identity genetics or military status and does not tolerate any form of retaliation or bias-based intimidation threat or harassment that demeans individuals group or interferes with their ability to learn or work.

Required Experience:

IC