Board Certified Behavior Analyst (BCBA)

Sylvania; Amherst (MA); On-site; USD 90,000 - 110,000; Full time

Job summary

Amherst Regional Public Schools is seeking two full-time Board Certified Behavior Analysts (BCBAs) to design, implement, and oversee behavior intervention programs for grades 6-12. The roles include assessments, developing behavior plans, and collaborating with educators, families, and staff to promote a positive learning environment.

Responsibilities include consultation across programs, training staff, data collection and analysis, and contributing to school-wide behavioral health initiatives.

Qualifications

• Experience assessing students using FBA, VBMAPP, ABLLS or similar tools.
• Proven ability to design and implement behavior intervention plans.
• Strong collaboration with teachers, families and support staff.

Responsibilities

• Provide consultation for students in specialized and general education settings.
• Support teachers and staff with behavior strategies and data collection.
• Lead teams to develop and monitor behavior support plans and progress data.
• Communicate with families to ensure generalization of skills in multiple settings.
• Conduct classroom observations and provide feedback for teacher development.
• Assist in data collection, analysis and report progress to stakeholders.

Skills

FBA

Data collection

Data analysis

Behavior intervention plans

Collaboration with families

Education

MA DESE Special Education License

BCBA certification (preferred)

Job description

The Amherst Regional Public Schools is seeking two full time Board Certified Behavior Analyst (BCBA) to design, implement, and oversee behavior intervention programs tailored to secondary students (grades 6-12). This role involves conducting assessments, developing and executing behavior intervention plans, and collaborating with educators, families, and support staff to foster a positive school environment. These are full time positions, in the Unit A Professional Collective Bargaining Agreement.

The position includes but is not limited to the following responsibilities:

• Provide consultation for students both in specialized programs and outside specialized programs.
• Provide consultation to teachers, related service providers, para-educators, administration and families as needed.
• Serve as the point person for teams and administrators seeking assistance in developing strategies and interventions to support progress of identified students.
• Work collaboratively with teachers to provide support and training to staff.
• Communicate and collaborate with families to assist with the student’s generalization of skills.
• Provide consistent classroom observation and feedback sessions to support individual teacher professional improvement needs by modeling and pre-/post-reflection.
• Conduct and/or supporting the administration of normed and criterion referenced assessment (e.g. VBMAPP, ABLLS, etc.)
• Conduct Functional Behavioral Analysis (FBA) in order to develop behavior support plans, data collection and data analysis to assess progress and inform next steps.
• Support staff in the implementation of Behavioral Support Plans, modification of materials and instruction, interpretation IEPs, support student inclusion in the general education setting, collection and analysis assessment data, and development of intervention strategies.
• Participate in the school based Behavioral Health Team and ASD/Behavioral districtwide group.
• Develop data collection systems, graph data, and train teachers and staff in data collection and interpretation of data
• Develop discrete trial instruction programs, when needed

Candidates should possess the following:

• Expertise with assessment to include FBA’s Expertise in development and implementation of behavior plans
• Expertise in Applied Behavioral Analysis Expertise in development and implementation of data collection system
• Knowledge and understanding of social/emotional and mental health issues
• Familiarity with trauma informed practices
• Strong positive, interpersonal skills with the ability to build effective relationships with students, staff and families
• Highly effective oral and written communication skills
• Highly effective time management skills Strong case management skills

Qualifications:

BCBA preferred; Massachusetts Department of Elementary and Secondary Education Special Education Teachers License at the appropriate level preferred if they have not completed BCBA certification.

The Amherst Public, Amherst-Pelham Regional and Pelham Public School Districts prohibits discrimination against employees, and applicants for employment on the bases of race, color, national origin, age, disability, sex, gender identity, religion, reprisal, genetic information and where applicable, political beliefs, marital status, familial or parental status, sexual orientation, or all or part of an individual's income is derived from any public assistance program, or protected genetic information in employment.

INTERNAL APPLICANTS:

The applicant should be aware that, if she/he is successful and is moving into another district, this transfer will result in the loss of professional teacher status and seniority for purposes of the Reduction in Staff provision of the collective bargaining agreement.