26-27 Board Certified Behavior Analyst Specialist (BC/BA)

Position Summary

The AIM Program serves students who meet the criteria for a student with Autism. Students receiving support through the district-wide AIM program require intensive communication support and receive frequent instruction through the methodology of discrete trial instruction. This program is overseen by a Program Director and supported by a BCBA providing a supportive and structured environment for students to develop educational social pragmatic and communication skills and develop positive peer relationships. The program is based on the principles of Applied Behavior Analysis with a focus on reinforcement systems and consistent behavior management programs developed and supervised by the BCBA and delivered by highly trained and supervised teaching staff in partnership with consultants as needed.

Students receive rigorous programming focused on students needs which may include discrete trials or small group settings for behavior management, social skills, functional academics, daily living skills, communication, speech and language, sensory integration, motor skills, talk therapies, and pre-vocational or vocational skills. Students have access to related services in accordance with their IEPs and instruction is provided both in small groups and on a one-to-one basis. The teacher-student ratio is small enough so that each student is able to have their unique and individual needs met to reach their personal goals.

Inclusion opportunities are structured for each student based on the students areas of strength and need. Typically students will be included in the school community for social opportunities such as lunch, fine and applied arts classes, and physical education. The amount of time included for these activities is individualized based on target goals, student strengths, and student interest.

Ongoing family support training and consultation are also available to coordinate opportunities between home and school to ensure skill generalization.

Essential Functions & Responsibilities

The essential functions or responsibilities listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.

• Maintain responsibilities outlined in the BACB Ethical Code, including but not limited to:
• Develop behavior support plans for students requiring informed and signed consent prior to implementation of intervention. All plans are based on assessment in accordance with BACB guidelines.
• Develop skill acquisition programs for students which include individualized, observable, measurable, and socially significant goals.
• Develop data collection systems for students and classrooms requiring behavior plans.
• Attend consultation and IEP Team meetings as requested or mandated.
• Train school staff, including paraprofessionals, students, and families on implementation of behavioral skill acquisition and behavior change procedures and protocols using Behavior Skills Training model incorporating instruction, modeling, rehearsal, and feedback, including data collection.
• Supervise implementation of skill acquisition and behavior change programs and procedures by observing, modeling, providing feedback, and providing ongoing training to others.
• Conduct comprehensive Functional Behavioral Assessments (FBAs) and make appropriate clinical recommendations.
• Create Behavioral Support Plans (BIPs) that can be implemented in a classroom and outline how data is collected to measure progress on the BIP.
• Provide consultation for staff, students, families, and other caregivers.
• Collaborate and consult with other providers regarding behavior plans, curriculum modifications, accommodations, and social skills.
• Review and edit IEP goals for behavior needs. Assure that all behavior objectives in each students IEP are addressed and implemented with fidelity.
• Graph and analyze data collected by teachers and staff.
• Perform periodic observational checks and monitor procedural integrity.
• Provide behavioral reports to Special Education and/or General Education administration staff and team members who have been approved to access data (i.e., Adjustment Counselors, Psychologists, Consultants, etc.).
• Disseminate ABA principles and concepts across people and settings.
• Maintain student records and documentation in accordance with the Ethical Code.
• Participate in program administrative meetings as requested by supervisors.
• Stay abreast of developments and changes in district and state-wide policies and procedures.
• Maintain professional status as required (certification, etc.).
• Assist with other duties as directed by supervisory staff.

Qualifications, Knowledge, Abilities & Skills

• Department of Elementary & Secondary Education Licensure required.
• MA state Board Certified Behavior Analyst (BCBA) Certification.
• At least 3 years of relevant experience preferred.

Physical Requirements

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the positions essential functions.

• Ability to work in a school and library/media center environment including frequent interaction with students and staff.
• Ability to sit, stand, and walk for extended periods of time throughout the workday.
• Ability to use a computer keyboard and instructional technology for prolonged periods, including managing digital resources and media systems.
• Ability to lift, carry, and shelve library materials up to 20 pounds, including books, equipment, and instructional resources.
• Ability to bend, reach, stoop, and crouch to access materials on low or high shelves and assist students.
• Ability to push and pull carts containing books and materials within the library or school.
• Ability to visually monitor and supervise students in the library/media center and during instructional activities.
• Ability to communicate effectively in person, virtually, and in environments with moderate noise levels.
• Ability to facilitate lessons, read aloud, and present information to individuals and groups of students.
• Ability to navigate school buildings, including stairs, hallways, and shared spaces.

Reporting Relationships

• Director of Special Education

Terms of Employment

• Position Type: [Not Specified]
• Employment Status: Full-Time
• Schedule: 184 work days, Scheduled School Year
• FLSA Classification: Exempt
• Salary: Shall be commensurate with education and experience in accordance with the Somerville Educators Union collective bargaining agreement.

Pre-Employment Requirements

• MA Criminal Offender Record Information (CORI) Clearance
• Fingerprints

The Somerville Public Schools does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics, or military status, and does not tolerate any form of retaliation or bias-based intimidation, threat, or harassment that demeans individuals dignity or interferes with their ability to learn or work.