Supervisor, School Services (BCBA Certification Required)

Supervisor of School Services

$5,000 Sign-On Bonus

Compensation: $90,000 - $100,000

Job Summary:

The Supervisor of School Services provides case management oversight and direction designed to optimize access to curriculum and IEP goals and objectives, while supporting function-based behavior assessment and intervention planning. The Supervisor works collaboratively within a multidisciplinary school-based team to maximize efficiency of service delivery, while providing supervision to the Program Manager, School Services aimed to advance development of skills and excellent customer service.

Essential Job Functions:

Behavioral Assessment and Intervention:

• Conduct Functional Behavior Assessments (FBAs) and other behavioral assessments to identify the function of behavior and contributing environmental variables.
• Develop, implement, and monitor Behavior Intervention Plans (BIPs) aligned with student IEP goals and educational objectives.
• Conduct classroom observations and provide written recommendations to support student success in the educational setting.
• Collect, analyze, and interpret behavioral data to evaluate intervention effectiveness and guide treatment modifications.
• Ensure behavior programming reflects evidence-based ABA practices and demonstrates social validity.
• When necessary to maintain continuity of services, provide temporary direct student support or assist with BII-level implementation while staffing solutions are arranged.

School Consultation and Collaboration:

• Provide consultation and coaching to teachers, paraprofessionals, and school staff regarding behavior management strategies and Applied Behavior Analysis principles.
• Collaborate with multidisciplinary school teams including administrators, psychologists, speech therapists, and special education staff.
• Participate in Individualized Education Program (IEP) meetings and other multidisciplinary planning meetings.
• Partner with families and school staff to ensure consistency in behavioral supports across school environments.
• Support district implementation of Positive Behavior Interventions and Supports (PBIS) and Multi-Tiered Systems of Support (MTSS).
• Collaborate closely with district behavior specialists, program specialists, and district-level behavior teams to ensure alignment with district practices and student support strategies

Staff Training and Professional Development:

• Train school personnel on behavioral intervention techniques, crisis prevention strategies, and data collection procedures.
• Provide coaching and feedback to paraprofessionals and school staff implementing behavior plans.
• Develop and facilitate professional development related to behavior support, classroom management, and evidence-based interventions.
• Model effective behavioral intervention strategies within classroom environments when appropriate.
• Support onboarding and development of new Behavior Interventionists or other staff assigned to student programs.
• Assist in developing the structure of behavioral support teams as programs expand within partner districts.

Program Oversight and Documentation:

• Monitor fidelity of implementation for Behavior Intervention Plans and behavioral support strategies.
• Maintain accurate documentation including behavioral assessments, progress summaries, consultation notes, and service logs.
• Ensure behavioral services comply with district policies, state regulations, and BACB ethical guidelines.
• Provide behavioral progress updates and recommendations to IEP teams and district leadership.
• Assist with district-wide behavior initiatives and program improvement efforts.
• Prepare written reports, assessment summaries, and behavioral documentation required for upcoming IEP meetings, program reviews, and district consultations
• Contribute clinical input to documentation supporting IEP development, behavior plan updates, and progress reporting.

Leadership and Clinical Supervision:

• Provide supervision and guidance to Behavior Interventionists, Program Managers, or other staff implementing behavioral supports in school settings.
• Conduct competency assessments and supervision of RBTs and BCBA trainees in accordance with BACB standards when applicable.
• Support professional development and performance improvement of assigned staff.
• Participate in team meetings and interdisciplinary planning sessions.
• Mentor and guide staff supporting assigned students, with the potential to develop and lead a growing team as district programs expand.

Organizational Contribution:

• Contribute to development of school-based behavioral programs and service delivery models.
• Participate in territory or regional meetings as assigned.
• Promote collaborative partnerships with school districts and educational stakeholders.
• Follow company policies and procedures while supporting alignment with district expectations.
• Demonstrate adaptability in meeting district needs, including adjusting level of direct involvement based on program requirements and staffing availability

Positions Supervised (Direct Reports):

• Behavior Interventionist, School Services
• Program Manager

Education, Experience, Certification Requirements:

• Analysis, Psychology, Education, or a related field.
• Board Certified Behavior Analyst (BCBA) certification in good standing with the Behavior Analyst Certification Board.
• 2+ years experience providing behavioral consultation in school settings is strongly preferred.
• Experience working with students with autism spectrum disorder, emotional/behavioral disorders, or developmental disabilities.
• Experience collaborating with multidisciplinary educational teams preferred.
• Experience supervising behavior interventionists or building behavioral support teams in school settings strongly preferred.

Skills, Abilities and Other Requirements:

• Strong knowledge of Applied Behavior Analysis (ABA) principles and evidence-based interventions.
• Ability to conduct behavioral assessments and interpret behavioral data.
• Skill in training and coaching educators and paraprofessionals.
• Strong written and verbal communication skills.
• Ability to collaborate effectively within multidisciplinary educational teams.
• Understanding of special education law and the IEP process.
• Sensitivity to ethnically, linguistically, culturally, and economically diverse individuals.
• Ability to balance consultative responsibilities with occasional direct implementation support when required.

Working Conditions:

• Work primarily occurs in school classrooms and administrative offices across multiple district school sites.
• Regular travel between school campuses may be required.
• Work involves classroom observation, consultation, training, and student support activities.

The role may occasionally involve direct classroom support or behavioral implementation during periods of staffing transition or program development