Behavior Support Specialist The Stepping Stones Group LLCBehavior Support SpecialistMillbury, MA$22–$27 / hourThe CAS ExperienceWhat working part-time in home & community services looks likeFlexibility FirstPart-time hours built around your availabilitySessions provided in home and community settings onlyCaseload assigned within a defined local regionConsistent schedules once cases are assignedTraining & Clinical SupportPaid onboarding and hands-on training Ongoing supervision from experienced BCBAs Paid RBT certification (training, exam, and supervision included, if applicable) Regular coaching and feedback to build confidence and skills Supportive Team Culture Be part of a collaborative, respectful team Included in team trainings and communication Recognition for reliability and consistency ____ Role Overview As a Part-Time Home & Community Behavior Technician, you'll deliver 1:1 ABA therapy to children in natural environments under BCBA supervision. Prospect Mundelein Naperville New Lenox North Aurora North Chicago Northbrook Oak Brook Oak Forest Oak Lawn Oak Park Oaklawn O'Fallon Orland Park Oswego Palatine Pana Plainfield Plano Posen Prospect Heights Richton Park Rockford Romeoville Roselle Round Lake Roxana Saint Anne Saint Charles Sangamon Schaumburg Schiller Park Shabbona Shorewood Skokie Smithton South Holland Southwestern area St.
ABA Behavior Technician The Stepping Stones Group LLCABA Behavior TechnicianWorcester, MA$22–$29 / hour____ The CAS Experience What working part-time in home & community services looks like Flexibility with Growth Built In Part-time schedule with weekday availability Caseload built within a defined local region Sessions may take place in homes, schools, or community settings Opportunity to expand into a full-time schedule as additional cases become available No weekends required Training, Support & Growth Paid onboarding and hands-on training Ongoing supervision from experienced BCBAs Paid RBT certification (training, exam, and supervision included) Tuition reimbursement and professional development opportunities Regular coaching and feedback to build skills and confidence Support transitioning from part-time to full-time when ready Team Culture & Recognition Be part of a collaborative, supportive team Recognition for reliability, flexibility, and growth Inclusion in team events, trainings, and celebrations ____ Role Overview As a Part-Time Home & Community Behavior Technician, you'll deliver 1:1 ABA therapy to children in natural settings, including homes, schools, and community environments. The CAS Experience What working part-time in home & community services looks like Flexibility First Part-time hours built around your availability Sessions provided in home and community settings only Caseload assigned within a defined local region Consistent schedules once cases are assigned No weekends required Training & Clinical Support Paid onboarding and hands-on training Ongoing supervision from experienced BCBAs Paid RBT certification (training, exam, and supervision included, if applicable) Regular coaching and feedback to build confidence and skills Supportive Team Culture Be part of a collaborative, respectful team Included in team trainings and communication Recognition for reliability and consistency ____ Role Overview As a Part-Time Home & Community Behavior Technician, you'll deliver 1:1 ABA therapy to children in natural environments under BCBA supervision.
NewFraming Systems Level I CAR801A Framing Systems Level II CAR801B Government Of Prince Edward IslandFraming Systems Level I CAR801A Framing Systems Level II CAR801BFramingham, MAExplanation of Knowledge LevelFactualThe basic elements students must know to be acquainted with a discipline or solve problems in itKNOWING THAT• knowledge of terminology (e.g., technical vocabulary, name of equipment)• knowledge of specific details and elements (e.g., general shop safety procedures, operating procedures)ConceptualThe interrelationship among the basic elements within a larger structure that enables them to function togetherKNOWING WHAT and WHY• knowledge of classifications and categories (e.g., types of tools, equipment, and materials)• knowledge of theories, models, and structures (e.g., building envelop, selecting materials)ProceduralHow to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methodsKNOWING HOW• knowledge of subject-specific-skills and algorithms (e.g., technical skills with tools, wall framing)• knowledge of subject-specific techniques and methods (e.g., safe operating procedures on stationary equipment)• knowledge of criteria for determining when to use appropriate procedures (e.g., work plans, procedures, bills of materials)MetacognitiveKnowledge of cognition in general as well as awareness and knowledge of one's own cognitionKNOWING HOW TO KNOW• strategic knowledge (i.e., knowledge of where to locate required information)• knowledge about cognitive tasks, including appropriate contextual and conditional knowledge (i.e., knowledge of the skills required to complete a task)• Self-knowledge (i.e., awareness of one's own knowledge and ability level) 11CAREER AND TECHNICAL EDUCATION: CARPENTRY TECHNOLOGYCognitive Process DimensionThe cognitive process dimension represents a continuum of increasing cognitive complexity, from lower order thinking skills to higher order thinking skills. In order to assess the level of learning, it is necessary to plan instruction as a backward experience of three stages beginning with the end-in-mind or the desired results, moving to the second stage of evidence-of-learning or assessment, and ending with the learning plan or the activities that will engage students and scaffold them toward the end result or performance task .Basics of UbD• helps transform specific curriculum outcomes (SCOs) into meaningful learning elements and assessments• encourages teachers to become coaches and facilitators of meaningful learning rather than purveyors of superficial content• reveals learning when students make sense of, and are able to transfer, learning to new and authentic situations• requires ongoing review of instructional design to ensure effective practice and continuous improvement for achievement• promotes a way of thinking about curricular planning in a broader sense, not a rigid program or prescriptive plan• ensures deeper student understanding by making meaning from big ideas• overcomes instructional errors associated with simplified textbook coverage and activity-oriented teaching (activity without a clear purpose)Stage 1Desired ResultsStage 2EvidenceStage 3Learning PlanThe knowledge, skills, and attitudes that are articulated in specific curriculum outcomes (SCOs) are identified.