Board Certified Behavior Analyst (BCBA)

Board Certified Behavior Analyst (BCBA) Bridgewater-Raynham Regional School District - 3.8 Bridgewater, MA Job Details Full-time $61,041 - $103,490 a year 1 day ago Qualifications Working with individuals with developmental disabilities Working with individuals with neurodevelopmental disorders Working with children BCBA Data collection Autism spectrum disorders support Full Job Description The Bridgewater-Raynham Regional School District is hiring a Board Certified Behavior Analyst (BCBA). The BCBA will report to the Director of Student Services. The ideal candidate would posess the following qualifications: Master's degree or higher in Applied Behavior Analysis, Special Education, Psychology, or a closely related field. Current certification as a Board Certified Behavior Analyst (BCBA) in good standing with the Behavior Analyst Certification Board (BACB)

Preferred:

MA DESE License as a Special Education Teacher or Psychologist Minimum of 5 years of experience working with children and adolescents with diverse learning and behavioral needs, including students with Autism Spectrum Disorder and other developmental disabilities. Experience providing direct and consultative BCBA services within a public school environment, including collaboration with IEP teams. Strong knowledge of evidence-based behavioral interventions, data collection methods, and progress monitoring systems. Ability to analyze behavioral data and adjust interventions to support measurable student outcomes. Experience training, coaching, and supervising paraprofessionals, teachers, and related service providers in the implementation of behavior plans with fidelity. Excellent communication and interpersonal skills to effectively collaborate with educators, administrators, families, and outside service providers. Ability to manage multiple cases, prioritize responsibilities, and maintain accurate and confidential documentation in compliance with FERPA and district requirements. Current CPI/Safety-Care certification preferred (or willingness to obtain).

Key Job Responsibilities:

Provide direct and consultative BCBA services to students with behavioral, social, and communication needs as outlined in Individualized Education Programs (IEPs). Conduct comprehensive Functional Behavior Assessments (FBAs) using a variety of assessment tools, observations, and data analysis methods. Develop, implement, and monitor individualized Behavior Intervention Plans (BIPs) that are evidence-based and aligned with student IEP goals. Collect, analyze, and interpret behavioral data to evaluate student progress and make data-driven decisions to adjust interventions. Collaborate with special education teachers, general education staff, related service providers, and administrators to support student success across educational settings. Participate as an active member of IEP teams, contributing to the development of goals, accommodations, and behavioral supports. Provide ongoing training, coaching, and supervision to paraprofessionals, teachers, and other school staff to ensure fidelity of behavior plan implementation. Model appropriate behavioral intervention strategies and support staff in real-time within classroom environments. Support crisis intervention and de-escalation strategies in accordance with district policies and student safety plans. Maintain accurate, timely, and confidential documentation of services, progress notes, and compliance records in accordance with district, state, and federal regulations. Ensure compliance with all applicable laws and regulations, including IDEA, FERPA, and district policies related to special education and behavioral services. Perform other duties as assigned by administration to support student success and district initiatives.

Compensation/ Work Day and Work Year:

Contract/Salary to be individually negotiated; this position is NOT part of a collective bargaining unit. Full-Year Contract (school year plus extended school year program) The work day will be 8 hours and will require some flexibility for start/end times, i.e.: some days may begin after the students have begun their school day and end in the late afternoon/early evening and other days begin early in the morning and end at the conclusion of an 8-hour work day. Benefits-eligible