Long Term Substitute - BCBA

Anova Education; Massachusetts; On-site; USD 70,000 - 100,000; Full time

Job summary

Webster Public Schools is seeking a Board Certified Behavior Analyst (BCBA) to support services across all three district schools. Start date flexible, through November 2, 2026.

The BCBA will lead behavior analytic interventions aligned with IEPs, train paraprofessionals, and collaborate with families to ensure effective delivery of services for students with autism and related disabilities. The role emphasizes data collection, crisis intervention training, and consistency in implementation

Responsibilities

• Use expertise in behavior analysis and collaborate with staff to develop comprehensive and individualized behavior plans for students.
• Observe students in school settings, consult with staff to ensure coordination of strategies and communicate with families.
• Collect information for Functional Behavior Assessments, analyze data and recommend changes to strategies.
• Prepare reports reflecting progress toward goals/objectives.
• Plan and implement social skills activities per student IEPs.
• Record and analyze data to provide feedback to staff and parents on interventions.
• Develop, implement and train staff in techniques to support students in general education while maintaining high expectations.
• Model intervention and data collection for providers and teachers and review data to inform instruction.
• Model strategies to implement behavior plans across school settings.
• Consult with parents and home providers to generalize programming across settings.
• Provide crisis intervention when needed and train staff on de-escalation and safety procedures.
• Other duties as assigned by the Director of Student Services or Building Principal

Job description

Webster Public Schools is seeking for a BCBA to work in all three of our schools. Starting as soon as possible to November 2, 2026.

RESPONSIBILITIES:

The BCBA will work collaboratively with the Principal, Special and Regular Education Teachers and Support Staff and Families to ensure that the delivery of IEP services are being provided with fidelity in accordance to the student's individualized education program. The BCBA will also provide direct professional development training and support to ABA paraprofessionals to support students with autism and other related emotional/developmental disabilities. Services will be based on the principles of applied behavior analysis including the modification of environmental variables, behavior reduction procedures, systematic instruction (e.g., discrete trial teaching, incidental instruction) to teach new and/or adaptive skills, and the maintenance and generalization of skills. The BCBA will collaborate with school-based teams to create an educational learning environment and transition procedures to ensure that students with Autism and other emotional/developmental disabilities receive instruction in the least restrictive setting.

DUTIES INCLUDE, BUT NOT LIMITED TO:

1. 1.Use expertise in behavior analysis, collaborate with staff across the school district to develop comprehensive and individualized behavior plans for students
2. 2.Observe students in school settings, consult with pertinent school staff to ensure coordination of strategies/goals, and facilitate communication between school and home regarding behavior intervention and support plans
3. 3.In conjunction with other school staff, collect information for Functional Behavior Assessments, analyze data and make recommendations regarding strategies implementation/changes
4. 4.Prepare reports as requested by special education/administrative personnel to reflect progress towards goals/objectives
5. 5.In conjunction with school staff, plan and implement social skills activities designed to target specific social skill deficit areas identified by students' IEP teams
6. 6.Record and analyze data to provide feedback to school staff and parents regarding interventions success and/or discuss changes to behavior plans based upon data and discussion
7. 7.Develop, implement and support the training of support staff that includes techniques for supporting students in the general education classroom while at the same time maintaining high expectations for them
8. 8.Model intervention and data collection techniques for direct services providers and classroom teachers, review data regularly to inform instruction, and track progress
9. 9.Model various strategies and techniques to assist staff in the implementation of behavior intervention plans and social skills facilitation across various school settings
10. 10.Consult with parents and home-based providers to develop effective programming for students that will generalize across settings
11. 11.Provide crisis intervention, as needed, including but not limited to verbal discussion/processing of events with students and staff, and the application of physical intervention methods to reduce risk of injury to students or staff
12. 12.Provide training to staff on de-escalation and physical restraint
13. 13.Other duties as assigned by the Director of Student Services or Building Principal