About SABIS®:SABIS® is a global education network that has an active presence in 20 countries on five continents. Schools in the SABIS® Network educate over 70,000 students and implement a proven, proprietary system. SABIS® Network schools provide students with a top-quality education that prepares them to meet the challenges of a changing world.
SABIS® and SABIS® Network schools employ over 8,000 employees worldwide.
For more information about the SABIS® Network, visit: www.sabis.net or careers.sabis.net.
FOR MORE INFORMATION ON THE COLLEGIATE CHARTER SCHOOL OF LOWELL:
Job Purpose:The School Board Certified Behavior Analyst (BCBA) is serves as the primary facilitator of behavior management within the school serving students who present with a wide variety of needs. The School Board Certified Behavior Analyst’s primary focus is to improve staff capacity for crisis de-escalation and resolution as well as to increase student self-regulation skills. The School Board Certified Behavior Analyst coordinates, collects and analyzes data in relation to functional behavior assessments (FBA) and intervention plans, evaluating the effectiveness of plans, addressing acute crises and working in tandem with the guidance counselors and other stakeholders. The School Board Certified Behavior Analyst ensures the school and SABIS® brand, philosophy, systems, policies, and procedures are properly implemented and adhered to.
Key Responsibilities:- Provides consultation and intervention regarding behavior management, effective education and assessment of behavioral needs of students with and without disabilities;
- Possesses the ability to conduct functional behavioral assessments and design, implement and monitor behavior intervention plans;
- Understands State and Federal regulations relative to behavioral requirements and students with disabilities; Assists in maintaining compliance of state and federal performance indicators;
- Develops crisis intervention plan when needed;
- Serves as the liaison between students receiving special education services and external providers, private psychiatrists, psychologists, and community agencies;
- Assists in monitoring the effectiveness of program implementation to allow for continuous improvement and development;
- Effectively use data for student and program planning and evaluation;
- Monitors students in alternative placements; facilitates transition during referral and re-integration phases;
- Serves as member of the Individualized Educational Plan (IEP) team for students with behavioral concerns; Assists IEP teams with making least restrictive environment/inclusion determinations for individual students; Develops individual goals and objectives to be included in the IEP; Participates in Individualized Education Plan (IEP) Team Meetings;
- Conducts behavioral assessments, functional assessments, and functional analyses;
- Develops Behavior Improvement Plans (BIP), behavior support and intervention plans; Be able to create and implement the plan with fidelity;
- Prepares written reports as needed by school to external psychiatric professionals/community agencies regarding behavioral concerns of identified special education students;
- Provides consultation to parents regarding child development and behavior management techniques;
- Consults with school staff working with student with behavioral needs on behavior management techniques and information on specific student needs;
- Coordinate with Special Education Services staff, School Director, and special education teachers a planned program for students with disabilities;
- Coordinate the delivery of support services to students in special education;
- Provides support and monitoring to school evaluation teams in assessment/re-evaluation activities, program recommendations, eligibility, and required record keeping;
- Oversees the implementation of behavior programs by others;
- Plans and conducts professional development training on behavior management, progress monitoring, data collection techniques, social skills or other targeted school needs for the benefit of all Special Education Services staff, classroom teachers, and paraprofessionals;
- Familiarizes self with most recent research/practice in applied behavior analysis;
- Conducts experimental evaluations of interventions;
- Other Duties As Needed: Any other duties and tasks as deemed necessary and appropriate.
- Board Certified Behavior Analyst (BCBA®) granted by the Behavior Analyst Certification Board;
- Master’s Level Degree in Applied Behavior Analysis or other natural science, education, human services, medicine or a field related to behavior analysis;
- Valid State Teaching Certificate/License and/or valid license to practice in the State, if required;
- Must have valid State motor vehicle operator’s license;
- Experience working with children and teens with developmental disabilities;
- Willingness to work with children and teens with severe, challenging, or aggressive behavior;
- Have knowledge of Natural Environment and Discrete Trial teaching, direct observation data collection methodology;
- Record of dependability, flexibility, and regular attendance;
- Good command of the English language, oral and written;
- Demonstrated ability to communicate effectively with administrators, teachers, students, parents, and community;
- Ability to lead and organize;
- Ability to relate and develop trust with people and school staff in the decision making process;
- Ability to maintain confidentiality with others;
- Maintain appropriate records such as data sheets;
- Analyze data collected.
Employment Requirements:Must meet all employment requirements including, but not limited to, country and local education and certification requirements, reference checks, and criminal background checks.
Additional details about this position will only be provided to short-listed candidates.
SABIS® and its network of schools in the United States uses the criteria of merit, qualifications, and abilities to determine hiring decisions and promotions within the organization. SABIS® does not discriminate in employment opportunities or practices on the basis of race, color, creed, religion, national origin, ancestry, age, sex, marital status, order of protection, disability, military status, sexual orientation, gender identity, pregnancy, public assistance, family status, unfavorable discharge from military service, genetic information or other segmenting factor protected by law, or local human rights commission activity.