BCBA

The Granby Public Schools is seeking a full time Board Certified Behavior Analyst. The goal of the Behavior Interventionist is to ensure all students with behavioral needs are given the opportunity to develop to their maximum potential in the inclusive or least restrictive - Evidence of ability to perform each essential function satisfactorily. - Education: Bachelors Degree or higher - Two or more years experience within special education milieu treatment or a related field particularly with children on the ASD spectrum and/or social/emotional/behavioral issues are highly desired - Strong verbal/written communication skills and the ability to work as a team member are required. - Experience in working within an educational setting preferred - Five or more years experience working with children with disabilities preferred - MA DESE Certified Acceptable C.O.R.I. and fingerprint report as determined by the Superintendent Essential Functions - Works with general education and special education students including but not limited to students on the Autism spectrum or with social/emotional/behavioral challenges. - Maintains a high level of ethical behavior and confidentiality of information about students and their records. - Works directly with individual students requiring specialized instruction and social/emotional and behavioral interventions - Implements teacher/specialist developed lessons without direct supervision including behavior intervention plans and reinforcement systems able to manage challenging behaviors which may include but is not limited to; verbal or physical aggression profanity spitting or other forms of inappropriate or maladaptive behaviors. Provides behavioral interventions including but not limited to: - Discrete trial training - Data collection and graphing - Documentation and feedback - Instruction and de-escalation techniques that may require physical interventions and follow-throughResponsibilities - Provide structured behavioral assistance to assigned students while working in and out of a variety of buildings. Locations will vary based on student need. May temporarily work 1:1 or in a 1:2 with a student while modeling and training building staff on behavior plans - Maintains contact with general education teachers to monitor progress - Participates in annual review and re-evaluation meetings of assigned students if requested - Provides information to be included in the preparation of progress reports - Provides escort and physical assistance to assigned student(s) as necessary throughout the building and school day - Facilitates participation of assigned student(s) in general classroom activities and peer interactions - Carries out personal health and safety protocols including diaper changing and lifting as necessary with appropriate training - Prepares alternative materials as requested by the teacher/specialist - Compiles reports of daily accomplishments and/or behaviors for regular meetings with general and special educators as well as with the BCBA to review students progress. These reports may be sent home daily under the direct supervision of classroom teacher and/or other special educators - Member of the District Nonviolent Crisis Intervention Team - Maintains appropriate certifications in de-escalation and restraints (CPI and/or Safety Care preferred) - Willingness to participate in Train the Trainer programs in order to train other staff in CPI and/or Safety Care - Participates in in-service training programs and/or workshops as assigned - Performs other duties as assigned Ability to work with children of varying abilities including children with substantial disabilities communicate effectively with students teachers and administration modify student work to match students level of understanding and development maintain cooperative and productive working relationship when dealing with students and staff solve practical problems with students and staff understand and carry out oral and written directions plan and organize work to meet deadlines provide information and assistance to parents the general public and other staff members in a helpful courteous and timely manner. Knowledge of child development and challenges faced by students with learning or substantial disabilities curriculum expectations of grade level to which he/she is assigned effective use of computer and relevant educational software applications available assistive technologies with appropriate training interpersonal skills using tact patience and courtesy telephone/computer techniques and etiquette