Board Certified Behavior Analyst (BCBA), Behavior Specialist

SUMMARY The District-Wide Board Certified Behavior Analyst (BCBA) provides leadership, consultation, and behavioral expertise to support students' social-emotional, behavioral, and adaptive functioning. This position assures that all students receive the behavior support needed to be successful in their learning endeavors in accordance with State and Federal Special Education Laws and Regulations. The BCBA plays a key role in aligning behavioral practices with Multi-Tiered Systems of Support (MTSS), Positive Behavioral Interventions and Supports (PBIS), and special education compliance. The BCBA functions as a systems-level consultant, capacity builder, and problem-solving resource, collaborating closely with administrators, educators, families, and related service providers. This position requires a flexible schedule that includes the requirement of working during the district's Extended School Year Program (ESY) to ensure the continuity of behavioral supports and the maintenance of student progress in accordance with Federal and State Special Education Laws. ESSENTIAL DUTIES AND RESPONSIBILITIES Other duties may be assigned.

1. Student-Level Supports (Tier 2 & Tier 3): Conduct Functional Behavioral Assessments (FBAs) and related behavioral evaluations in compliance with IDEA, Chapter 71B, and Massachusetts DESE regulations.
2. Plan Development: Develop Individualized Education Program (IEP) goals and Behavior Intervention Plans (BIPs) that embed neurodiversity-affirming practices; this involves designing strengths-focused goals and utilizing assent-based approaches that prioritize a student's autonomy, dignity, and ongoing willingness to participate.
3. Direct & Consultative Intervention: Provide support for students demonstrating significant social-emotional or behavioral needs, including school refusal, emotional dysregulation, aggression, and avoidance behaviors.
4. Staff Coaching: Provide staff with consultation, coaching, and modeling to support the implementation of individualized behavior plans and evidence-based strategies in classroom and non-classroom settings.
5. Systems-Level Leadership: Serve as a key contributor to district MTSS and PBIS frameworks, analyzing school-wide behavior data (e.g., office discipline referrals, climate surveys) to identify trends and opportunities for prevention; this includes collaborating with administrators to reduce exclusionary, stigmatizing, or compliance-based practices and addressing disproportionate discipline through the application of positive behavioral supports
6. TEAM Collaboration: Attend TEAM meetings, re-evaluations, manifestation determinations, and Student Support Team meetings.
7. IEP Development: Consult with special education teachers and related providers to develop IEP recommendations for adaptive behavior goals, services, and present level descriptions.
8. Data Management: Develop, train staff on, and analyze data collection systems to inform intervention planning and progress monitoring.
9. Professional Development: Design and deliver professional development related to behavior management, de-escalation, and trauma-sensitive, culturally responsive practices.
10. Crisis Intervention: Serve as a Safety-Care Trainer (or district-approved equivalent), guiding de-escalation and safe response practices.
11. Family Engagement: Consult with families to promote consistency of behavioral strategies across school and home environments and conduct Home Assessments/FBAs as requested by the district; this includes ensuring linguistically responsive communication so that data, behavioral strategies, and student progress are shared in formats and languages accessible to all families, utilizing translation assets when necessary.
12. Extended School Year (ESY) Implementation: Provide behavioral consultation, staff coaching, and direct intervention during the ESY program; collaborate with TEAM members to ensure the generalization and maintenance of socially significant behaviors and skills for students during the summer session
13. Transition Services: Assist in planning and implementing transition services for students moving from elementary to middle school, from middle to high school, and from high school to adult services.
14. Specialized Programming: Develop and oversee specialized programming and coordinate with external community agencies.
15. Compliance: Maintain accurate and timely documentation in accordance with the Ethics Code for Behavior Analysts (Behavior Analyst Certification Board, 2020) and the Professional Standards for School-Based Behavior Analysts SUPERVISORY RESPONSIBILITIES Responsibilities include interviewing and training teachers/teaching assistants; planning, assigning, and directing work related to student behavior/performance. Support TAs implementing behavioral supports under the supervision of licensed staff. Provide clinical supervision, as needed, for Registered Behavior Technicians (RBTs) working in the district to ensure adherence to professional and ethical standards. QUALIFICATION REQUIREMENTS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION/WORK EXPERIENCE Master's Degree in Special Education or a related field required. Strong background in education with emphasis on special education and the requirements of individuals with acquired brain injury, neurological disorders, behavior disorders, and autism spectrum disorders. Experience as a BCBA in a special education public school setting is required. CERTIFICATES, LICENSES, REGISTRATIONS: Board Certified Behavior Analyst (BCBA) Certification; Valid Massachusetts Teaching Certificate-preferred(Grades 7-12 Special Education Certificate or other related state license); Must hold or be eligible for Safety-Care Trainer certification. LANGUAGE SKILLS Ability to read, analyze, and interpret professional journals, research-based studies, and governmental regulations; write reports and procedure manuals; and effectively present information to administrators, staff, parents, and the general public. MATHEMATICAL SKILLS Ability to calculate figures and amounts such as percentages, frequency, and duration to analyze and interpret behavioral data. REASONING ABILITY Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. OTHER SKILLS AND ABILITIES Ability to apply knowledge of current research and theory; establish and maintain effective working relationships with students, staff, and families; and perform duties with awareness of all district requirements and School Committee policies. PHYSICAL DEMANDS The employee is regularly required to sit, walk, stand, talk, hear, twist, bend, stoop, and use fine hand movement; routinely perform light lifting of 10-20 pounds and occasionally moderate lifting of 11-40 pounds. Position includes travel from building to building. Specific vision abilities include close vision, distance vision, and the ability to adjust focus. WORK ENVIRONMENT The employee works inside and outside. The noise level in the work environment is moderate to loud. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties may be assigned.