REPORTS TO

Building Special Education Administrator/Director of Student Services
Principal

NATURE AND SCOPE

The Board Certified Behavior Analyst (BCBA) will provide development and direct supervision of ABA programming in the district for a total of 25-30 hours of case supervision as indicated on IEP’s and to district programs. 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. The candidate will provide these services both in the school setting and also in home settings as indicated on IEP’s. The candidate may be required to work a schedule (ex. 11am – 6pm) that allows for service delivery in both the school and home setting. A highly qualified candidate for this role will have:

ESSENTIAL FUNCTIONS/RESPONSIBILITIES

* evaluation of student functioning in all key domains
* development of programs using the ABA methodology
* oversite of daily work in ABA programs and of ABA tutors working with students in inclusive settings
* membership on interdisciplinary team and compliance with all applicable Federal and State regulations

REQUIRED QUALIFICATIONS

Master's degree and certification as a Board Certified Behavior Analyst. Current credentialing in CPI or an alternate de-escalation program (trainer status preferred)

KNOWLEDGE, ABILITY, & SKILL

*Written language, technology skill and interpersonal communication skill to support communication/collaboration among team members, with professional and community contacts, school staff and parents
* At least five years experience working in the ABA field, a graduate degree in Psychology/Education or a related field and at least 2 years as a Board Certified Behavior Analyst (BCBA). Candidates should be familiar with a variety of therapies and have the ability to work effectively with people from a variety of treatment perspectives
* Proven success in conducting Functional Behavioral Assessments (FBA), writing ABA programming, assessing performance via continuous data collection, training staff in implementation of programming, oversight of home programming, consultation skills to bridge transitional setting/grades, and continued review and refinement of programming in order to meet student IEP goals and provide guidance to development of district programs
* A history of success in working with individuals who have developmental disorders, autism spectrum disorders, or emotional/behavioral disorders (history of success working in public and private settings at a variety of ages and grade levels) and their direct service staff and teachers to maximize access to the Massachusetts curriculum frameworks and Newton benchmarks
* Proven ability to manage behavioral crisis situations: modeling interventions, providing staff training, crisis plan and behavior intervention plan development (BIP), and team and family follow up within an inclusive setting that strongly endorses positive behavioral supports and interventions
* Familiarity with curriculum development, Language Arts, Mathematics and Content Area knowledge base and facility with modifying curriculum to align with the Massachusetts Curriculum Frameworks and Assessment System

PERSONAL QUALITIES

Clear, effective communication with students, parents, colleagues and team members.

JOB ENVIRONMENT

Work takes place in all locations of the school, community and possibly home both indoors and outdoors.

PHYSICAL REQUIREMENTS

* Requires sufficient ability to respond to aggressive acting out behavior using trained de-escalation techniques
* Requires sufficient ability to support weight of student to provide support for toileting, transitions to and from seating or the floor.

The Westwood Public Schools does not discriminate on the basis of race, color, religion, gender, gender expression, age, national origin, disability, marital status, sexual orientation, or military status.