Board Certified Behavioral Analyst - Natick, United States - Natick Public Schools

Natick Public Schools Natick, United States

2 weeks ago

Description

Board Certified Behavior Analyst (BCBA)

Start date: 08/26/2024

We invite you to explore a career with Natick Public Schools.

The Natick Public Schools educate approximately 5,300 students from Pre-K through age 22.

We are an innovative, supportive, and high-performing district whose outstanding staff provides high quality services for our diverse students and their families from Natick and Boston.

Natick Public Schools is a community dedicated to all students achieving high standards in a safe, trusting, respectful environment where learning is exciting, dynamic, and engaging, and where connectedness and belonging are valued and actively cultivated.

We are home to families that speak almost 60 different languages and our student population is approximately 29% Students of Color and 71% White students.

With a graduation rate of 97% and 90% of our students attending post-secondary schools, we are proud of our commitment to excellence in educating students to be informed and successful citizens of a global world.

We enthusiastically welcome educators to our district who seek and thrive in a diverse environment that focuses on the whole child in a strengths-based approach.

Please partner with us in our mission to support the diversity of our school community, promote and deliver equitable practices for all of our staff, students, and families, and create meaningful connections that enable everyone to feel included and thrive.

Job Title

Board Certified Behavioral Analyst (BCBA)

Location

Preschool

Reports To

Principal, Director of Student Services

Work days/FTE

183 days/1.0 FTE

Salary/Benefits

Salary and benefits per contract with the Education Association of Natick

Benefits Eligible?

Yes

Profile of a Natick Educator

JOB GOAL:

The BCBA will provide support to individuals and their families by coordinating and providing services consistent with Applied Behavior Analysis, conduct functional data analyses and assessments, support the Team with behavior acquisition and reduction procedures, as well as adaptive life skills across a variety of settings.

The BCBA will provide ongoing support to students, parents and teachers as it relates to the implementation and documentation associated with Behavior Support Plans.

QUALIFICATIONS

Education:
Master's degree from an accredited college/university

Professional Certification Required:
Massachusetts licensure and certification as a Behavior Analyst

Specialized Knowledge:
Ability to demonstrate competence in behavior management skill and instructional skills
Ability to work with a variety of students in regard to age and functionality
Knowledge of de-escalation strategies, programming and implementation
Trained in formalized Physical Management program such as Safety-Care
Cultural proficiency
Thorough understanding of and commitment to the principles and practices of diversity, equity, inclusion, and social justice as they relate to student, staff and community engagement and cultivation

Preferred Experience:
Experience working in a diverse public school setting
Experience with English Language Learners
Successful completion of internship and/or formal training in the analysis of behavior and instructional strategies training related to working with clients who have pervasive developmental disorders including Autism and related disorders such as emotionally-based disorders, their parents, and other agencies working with the student

Skills:
Demonstrated aptitude for work to be performed
Bilingual skills, especially in Spanish and Portuguese, are highly desirable
Ability to apply knowledge of current research and theory to instructional design with a demonstrated commitment to remain current in content knowledge and instructional pedagogy
Ability to partner and collaborate with team teachers, department colleagues, and specialists
Ability to communicate clearly and effectively, both orally and in writing, with children and adults
Ability to establish and maintain effective relationships with students, colleagues, and parents
Strong organizational skills
Candidates should have a passion for working with students, families, and colleagues
Candidates must be flexible and collaborative
Candidates must be able to multitask in a fast-paced, supportive environment that nurtures student growth
Candidates must be organized and able to meet ongoing, time-sensitive deadlines for work production

Such alternatives to the above qualifications as the Superintendent may find appropriate and in conformity with state certification requirements.

TOOLS AND EQUIPMENT USED
Phone, intercom, personal computer and software applications as outlined above, scanner, copy machine, calculator, camera, printers and fax machine.

ESSENTIAL FUNCTIONS OF THE JOB (not limited to)

The information contained in this job description is for compliance with the American with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position.

Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

Create a welcoming and supportive learning environment that embraces the diversity among individuals and ensures equitable opportunities for student learning and community membership

Assist in the development, facilitation, and follow-up training consistent with Applied Behavior Analysis methodologies, using both discrete trial training and natural environment training models of teaching.

Facilitate and assist in the development and identification of resources and support information for clients and their families and supports home assessment as warranted

Provide model teaching and other direct instructional support including, but not limited to, class instruction and in-service instruction to other support professionals.

Assist in the development and implementation of assessment tools, to conduct functional assessments and analyses when appropriate, and to develop appropriate behavior strategies to teach appropriate behavior and reduce maladaptive behaviors.

Provide ongoing consultation, support, and training to direct support professionals, paraprofessionals, and other individuals in support roles for students and families.

Ongoing training and modeling of paraprofessional staff in implementation of ABA principles and methodology and behavior reduction strategies.

Work with Special Educators and Related Services personnel to create data collection and progress monitoring systems to establish baseline and programmatic efficacy for all students and support analysis of data on a frequent and ongoing basis to guide instruction and intervention.

Collaborate with the Team in the development of behavior plans/treatment plans for students who require that level of support with a focus on teaching, replacement strategies and antecedent strategies for reducing problematic behavior(s).

Work closely with the School Psychologists/Adjustment Counselors and school personnel as warranted to effectively support the clinical needs of students with emotional needs profiles.

Participate and collaborate with the school Clinical Team to support the needs of all students
Participate on the school-based intervention teams by providing validation, consultation and support to faculty in supporting students' needs
Meet as needed with instructional TEAM to discuss ongoing issues and to provide support as needed.
Provide consultation services and to maintain ongoing communication with all constituents (other supports, parents, and community agencies).
Keep current with the literature, new research findings and resources.
Attend continuing education courses to maintain BCBA certification are necessary.

Maintain all data, paperwork, and communication between personal care staff and families, and to provide ongoing feedback to government related agencies that contract with such families.

Works with district and school leadership to combat systemic barriers that limit student, family, and staff members' equitable access to opportunity
Identifies and addresses bias and its impact on rigor and opportunity for students and staff
Updates policies and equitable access procedures
Perform other duties as assigned.

WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.

The employee must be able to perform the essential functions of the job satisfactorily and, if requested, reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of their job, absent undue hardship.

While performing the duties of this job, the employee is regularly required to:
move about the classroom, school, school grounds, office, and/or off-site locations.
On some occasions, it may be necessary to move quickly across even or uneven surfaces;
remain in a stationary position for periods of time;
operate a computer and other school/office productivity machinery (i.e., iPad, copy machine, computer printer, assistive technology, etc.);
read material from a computer monitor as well as handwritten or printed matter with or without visual aids;
position oneself to maintain files and access school/classroom/office materials;
communicate with others so that information received and given is understood and accurately communicated;
communicate and collaborate effectively with students, parents, and other staff members in person, via video conference, on the telephone, and/or in writing;
observe details at close range
in the school setting, ensure the safety of students;
multitask and meet multiple demands from several people;
may need to teach and support students with life skills development such as eating, cleaning, and toileting
lifting up to and including 25 lbs
the noise level in the work environment is moderate to loud.

SELECTION GUIDELINES
Formal application
Rating of education and experience
Oral interviews
Reference check
Strong record of work performance in current and previous roles required
Successful completion of Criminal Records Check (C.O.R.I.), Sexual Offender Record Check (S.O.R.I.), and fingerprints.

The Natick Public Schools

do not discriminate on the basis of age, race, creed, color, religion, nationality, sex, sexual orientation, gender identity, disability, pregnancy and pregnancy-related conditions, physical and intellectual differences, immigration status, homeless status,

or any other class protected by law.
#J-18808-Ljbffr

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