Board Certified Behavior Analyst (BCBA)

Board Certified Behavior Analyst (BCBA)

The Bridgewater-Raynham Regional School District is hiring a Board Certified Behavior Analyst (BCBA). The BCBA will report to the Director of Student Services.

The ideal candidate would possess the following qualifications:

• Master's degree or higher in Applied Behavior Analysis, Special Education, Psychology, or a closely related field.
• Current certification as a Board Certified Behavior Analyst (BCBA) in good standing with the Behavior Analyst Certification Board (BACB)
• Preferred: MA DESE License as a Special Education Teacher or Psychologist
• Minimum of 5 years of experience working with children and adolescents with diverse learning and behavioral needs, including students with Autism Spectrum Disorder and other developmental disabilities.
• Experience providing direct and consultative BCBA services within a public school environment, including collaboration with IEP teams.
• Strong knowledge of evidence-based behavioral interventions, data collection methods, and progress monitoring systems.
• Ability to analyze behavioral data and adjust interventions to support measurable student outcomes.
• Experience training, coaching, and supervising paraprofessionals, teachers, and related service providers in the implementation of behavior plans with fidelity.
• Excellent communication and interpersonal skills to effectively collaborate with educators, administrators, families, and outside service providers.
• Ability to manage multiple cases, prioritize responsibilities, and maintain accurate and confidential documentation in compliance with FERPA and district requirements.
• Current CPI/Safety-Care certification preferred (or willingness to obtain).

Key Job Responsibilities:

• Provide direct and consultative BCBA services to students with behavioral, social, and communication needs as outlined in Individualized Education Programs (IEPs).
• Conduct comprehensive Functional Behavior Assessments (FBAs) using a variety of assessment tools, observations, and data analysis methods.
• Develop, implement, and monitor individualized Behavior Intervention Plans (BIPs) that are evidence-based and aligned with student IEP goals.
• Collect, analyze, and interpret behavioral data to evaluate student progress and make data-driven decisions to adjust interventions.
• Collaborate with special education teachers, general education staff, related service providers, and administrators to support student success across educational settings.
• Participate as an active member of IEP teams, contributing to the development of goals, accommodations, and behavioral supports.
• Provide ongoing training, coaching, and supervision to paraprofessionals, teachers, and other school staff to ensure fidelity of behavior plan implementation.
• Model appropriate behavioral intervention strategies and support staff in real-time within classroom environments.
• Support crisis intervention and de-escalation strategies in accordance with district policies and student safety plans.
• Maintain accurate, timely, and confidential documentation of services, progress notes, and compliance records in accordance with district, state, and federal regulations.
• Ensure compliance with all applicable laws and regulations, including IDEA, FERPA, and district policies related to special education and behavioral services.
• Perform other duties as assigned by administration to support student success and district initiatives.

Compensation/ Work Day and Work Year:

• Contract/Salary to be individually negotiated; this position is NOT part of a collective bargaining unit.
• Full-Year Contract (school year plus 20 days)
• The work day will be 8 hours and will require some flexibility for start/end times, i.e.: some days may begin after the students have begun their school day and end in the late afternoon/early evening and other days begin early in the morning and end at the conclusion of an 8-hour work day.
• Benefits-eligible