Board Certified Behavioral Analyst (BCBA)

Long Term Substitute Board Certified Behavioral Analyst (BCBA)

Split between Quashnet School and Mashpee Middle-High School Starting December 1, 2026

The mission of the Mashpee Public Schools is to ensure a student-centered, comprehensive program of rigor, scope, and depth that prepares all students to be college, career, service, and civic ready and teaches respect and acceptance of others. The vision of the Mashpee Public Schools is that every student, every day, is safe, respected, and engaged to achieve academic and social growth in a personalized learning environment.

The primary role of the BCBA is to support the development, implementation, and refinement of programmatic and individual behavioral supports for students with social, emotional, and behavioral health needs. The BCBA will function as a specialist whose expertise will increase the capacity of all team members to effectively provide behavioral support to students. The BCBA will also function as the primary interventionist in the modeling of data collection, strategies, and following of BIPs/BSPs to support the student in decreasing behaviors interfering with their ability to access the general education classroom instruction and curriculum.

Performance Responsibilities (include but are not limited to):

• Using expertise in autism treatment and behavior analysis, collaborate with staff across the school district to develop comprehensive and individualized behavior plans for students with autism spectrum disabilities, emotional/behavioral challenges, and/or other developmental disabilities
• Observe students in school settings, consult with pertinent school staff to ensure coordination of strategies/goals, and to facilitate communication between school and home regarding behavior intervention and support plans
• In conjunction with other school staff, collect information for FBAs, analyze data, and make recommendations regarding strategies implementation/ changes
• In conjunction with school staff, plan and implement social skills activities designed to target specific social skill deficit areas identified by students' IEP teams
• Record and analyze data to provide feedback to school staff and parents regarding interventions' success and/ or discuss changes to BIPs/BIPs based on data and discussion
• Prepare timely, well-written reports as may be requested by special education/ administrative personnel and/or to reflect progress towards goals/objectives (at least 3 x annually per student.)
• Model intervention and data collection techniques for direct service providers and classroom teachers, review data regularly to inform instruction and track progress
• Model various strategies and techniques to assist staff in the implementation of behavior intervention plans and social skills facilitation across various school settings
• Consult with parents and home-based providers to develop effective programming for students that will generalize across settings
• Develop, implement, and support training of 1:1 paraprofessionals that includes techniques for supporting students in the general education classroom while at the same time maintaining high expectations for them
• Provide crisis intervention, as needed, including but not limited to verbal de-escalation, processing of events with students and staff, and the application of physical intervention methods only when required to reduce the risk of injury to students or staff
• Create and present training workshops on relevant topics to parents and staff
• Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations
• Candidate must have experience with the writing of IEP goals and objectives/benchmarks
• The candidate will be required to effectively communicate and collaborate with all staff to support the needs of students and ensure implementation of accommodations, modifications, and BSP's across school settings and be able to work as a member of a team
• Candidate must also effectively communicate with parents and outside agency providers
• Other duties as assigned by the Director of Special Education and Principal

Qualifications:

• Master's degree or higher from an accredited institution
• Licensed Applied Behavior Analysts (LABA)
• Board Certificated Behavior Analysts (BCBA)
• Excellent oral and written communication skills
• Experience working with students whose profiles require therapeutic support and approaches. These students also need the most support in the areas of social, emotional, and behavioral aspects/goals.
• Citizenship, residency, or work visa required
• Cori and fingerprint clearance are required
• Safety Care Certified (or eligible)

Reports To: Building Principal and SPED Director