Board Certified Behavior Analyst (BCBA)

North Middlesex Regional School District is seeking a qualified candidate to join our collaborative and dynamic special education team for the 2026-2027 school year. This position is part of the District's Unit A Collective Bargaining Agreement.

Essential Functions: The essential functions or duties listed below are intended only as an illustration 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.

• Through a variety of methods (individual consultation, seminars, topic related trainings, etc.), the BCBA will actively work to increase the knowledge base of all staff working with assigned student caseloads regarding the unique needs of these students.
• To provide resources for teachers and support staff in assessment, instruction, curriculum modifications and the development of social skills, all aimed at improving the total educational experience for students with social thinking and behavioral regulation difficulties.
• To observe target students in a variety of settings for purposes of both data collection and to provide consultation to educational team members, regarding curriculum, instruction and behavior programs.
• To conduct FBAs and develop, with input from team and parents, appropriate staff, including data collection forms, methods, behavior support plans, and frequency of data summary/analysis.
• To assess the need for discrete trial training for a target number of students. Develop programs and methods of data collection. Regularly analyze and summarize the data. Update programs as necessary based on the data analysis.
• To provide guidance and training to appropriate staff in data collection methods/forms which can be reviewed regularly by the educator for purposes of documenting progress and informing instruction. BCBA will also ensure the data collection systems include protocols for data review, analysis, and production of summary reports, including graphing and narrative interpretation, and for select students and select goal areas, will provide the data interpretation and analysis directly.
• To collaborate with Behavior Technicians and School Psychologists, to ensure students' behavioral and social needs are appropriately addressed within the school setting and assist with or is the primary author of writing progress reports to document progress towards relevant goals and objectives.
• To participate in select Team meetings for the purpose of assessing student progress and developing or revising IEPs.
• To provide pertinent data/ information to district administrators regarding ongoing and/or changing student needs for the purpose of school year and extended school year program and budget planning.
• In conjunction with the child's Team, to facilitate the transition planning for assigned students with social thinking and behavioral regulation difficulties, from EI to Preschool, as well as grade to grade, building to building.
• To assess the need for and develop/ lead a parent group (as needs determine) for the purpose of sharing information and support, and/or to provide training for parents.
• To provide training for non-disabled peers with regard to understanding and assisting peers with social thinking and behavioral regulation difficulties.
• To provide in-depth crisis prevention and intervention training to teams of staff in some schools.
• Any/ all other duties assigned by the Director of Special Education related to the education of students with social thinking and behavioral regulation difficulties.