Part-Time Board Certified Behavior Analyst (1099 Contractor)

Overview The primary role of the BCBA is to support the development, implementation, and refinement of programmatic and individual social and behavioral supports, using strategies based on principles of applied behavior analysis (ABA). The BCBA will function in a consultative role to increase the capacity of the team to provide least restrictive behaviorally-based supports to students, and will provide professional development and direct training to staff throughout the school day. Services may include functional behavioral assessment, behavior plan development, development of individualized skill-building curricula, staff and parent training, and consultation to all team members. This role is part-time (up to 20 hours per week) and operates as an Independent Contractor (1099-Contractor) in the school setting. Responsibilities Adheres to all ethical guidelines outlined by the BACB and to state and district special education processes and procedures. Creates and implements staff training and development around principles of ABA and related school-based topics during building-based and district-wide professional development opportunities, as directed by the Director of Special Education and building Head of School. Conducts assessments including, but not limited to: Functional Behavioral Assessment/Analysis (FBA/FA), adaptive assessments (e.g., Vineland, ABAS-3), social/language/skills-based assessments (e.g., ABLLS-R, VB-MAPP, AFLS), home visits, and other related assessments to analyze measurable information to formulate team recommendations and action planning toward meeting IEP goals and objectives. Collaborates with educational teams to create Behavior Intervention Plans (BIPs) and other behaviorally based student support interventions feasible for implementation across educational settings. Creates and implements structured program and staff training on therapeutic staff design/implementation of BIPs and other individualized strategies to ensure high fidelity of implementation, progress monitoring, and student success and independence. Models applied behavior analytic intervention strategies and data collection techniques for direct service providers, classroom teachers, paraprofessionals, and other school-based stakeholders. Monitors data on a scheduled basis, identifies change timelines, shares action steps with staff, and provides real-time feedback following observations. Directly assists and supports teams with crisis/safety situations, provides crisis management using least aversive procedures, and works with building administration on action planning. Provides staff consultation on assessment and implementation of social skills instruction. Facilitates action- and solution-based team consultation meetings with classroom teachers, related service providers, paraprofessional staff, as needed by IEP team members and other stakeholders. Attends required IEP meetings and additional meetings with IEP teams, families, and community stakeholders as assigned or requested. Fulfills written IEP responsibilities (e.g., student strengths and evaluation summaries, accommodations, methodologies, service delivery grid) and provides consultation on social/behavioral goals/objectives as needed. Provides consultation to families and community stakeholders as requested. Schedules and documents provision of services to students as outlined in individual IEPs. Assists in maintaining and updating internal and external shared resources (e.g., internal G-drive resources). Serves as a member of Student Support Teams (SST) as requested by the building Head of School and/or Director of Special Education. Performs other duties as requested within the scope of the job description. Additional Duties and Qualifications Experience working with students who have developmental disorders, autism spectrum disorders, or emotional/behavioral disorders. Experience working with students with behavioral challenges including self-injury and aggression. Familiarity with curriculum development, Language Arts, Mathematics and content area knowledge, and ability to modify curriculum to align with the Massachusetts Curriculum Frameworks and Assessment System. Familiarity with a variety of therapies and ability to work with people from diverse treatment perspectives. Ability to handle multiple varying and complex issues. Excellent oral and written communication skills. Computer experience. Conduct Functional Behavioral Assessments, write ABA programming, and assess performance via ongoing data collection. Provide ongoing review and refinement of ABA programming to meet student IEP goals. Train staff in implementation of programming and oversee home programming. Provide guidance to development of district programs. Manage behavioral crisis situations: modeling interventions, staff training, crisis plan and behavior support plan development, and team and family follow-up. Work effectively with team members, professional and community contacts, school staff, and parents. Consistent, reliable, and punctual attendance is essential. Responsible for performing other job-related duties as needed. Qualifications Board Certified Behavior Analyst (BCBA) and State Licensed Behavior Analysts (LABA) preferred. Experience writing IEP goals and objectives. Experience with staff training. Working knowledge of the Massachusetts Curriculum Frameworks. Effective communication skills with families and community stakeholders. Experience working in an urban setting preferred. At least 2-4 years of relevant experience preferred. Bilingual preferred (English/Spanish). Master’s degree preferred. Teaching license preferred but not required. Physical Requirements Must be able to respond physically to students who are physically unsafe and use physical restraints as part of de-escalation when required. Must be able to respond to students who bolt from the building. Must be able to physically maintain a safe learning environment, including moving furniture during a crisis. Must be able to travel between multiple school locations.

• Community Day Charter Public School participates in the E-Verify program to determine the immigration and work-eligibility status of prospective employees. Please refer to the Notice of E-Verify Participation and the Right to Work documents for more information.
• Community Day Charter Public School is affiliated with The Community Group (TCG), a private, nonprofit organization that has been creating opportunities through education since 1970. TCG manages various programs, including a network of early childhood and out-of-school time programs, a K1-8 charter public school, training programs, and a child care resource and referral program, Child Care Circuit.
• The Community Group is committed to Equal Employment Opportunity and to attracting, retaining, developing, and promoting qualified employees without regard to race, gender, color, religion, sexual orientation, national origin, age, disability, citizenship status, veteran status, or any other characteristic prohibited by law. We are dedicated to a work environment free from discrimination and harassment where employees are treated with respect and dignity.

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