Board Certified Behavior Analyst, Prek-3

Who Are We? Prospect Hill Academy Charter School is a highly successful urban PK-12 public school located in Somerville and Cambridge. We enroll over 1,100 students from cities and towns throughout the greater Boston metro area. Our inclusive and restorative school celebrates and serves a diverse community - with 87% BIPOC, 27% ELL, and 16% of our students qualifying for special education services. Our mission is to prepare all students for success in college, foster responsible citizenship, and inspire a lifelong love of learning - as we believe academic achievement opens doors and creates opportunities for our students.

We center the values of anti-racism, diversity, equity, and inclusion in our work. Our approach to instruction is founded on culturally sustaining, inquiry-based, and student-centered practices. To invest in the growth of our educators, we offer comprehensive professional development, instructional coaching, and mentorship. Our campuses foster a collaborative team environment with extraordinary educators who are committed to ongoing learning, reflection, and professional growth.

What does a Board Certified Behavior Analyst at Prospect Hill do? The Board Certified Behavior Analyst supports campus leaders and faculty in the development and implementation of behavioral supports and interventions for students within a multi-tiered system of support. They are responsible for providing district-wide case consultation and support to build school-wide capacity in supporting students with behavioral needs. The BCBA is a member of the Student Services team and reports to the Director of Student Services.

Primary responsibilities:

• The BCBA works in accordance with the BACB Ethics Code for Behavior Analysts (2020) in the design and development of ethical and effective behavior analytic interventions based on peer-reviewed research and using evidence-based approaches.

• BCBA shows a commitment to behavior analytic practice that is culturally-responsive, actively anti-racist, trauma-assumed, and neurodivergent-affirming.

• Conduct Functional Behavioral Assessments (which can include descriptive assessments and functional analyses)

• Facilitate the development of Positive Behavior Intervention Plans in collaboration with campus leaders, teachers, clinicians, families, and the students themselves.

• Create and manage behavioral data collection systems for faculty and students

• Monitor and assess the implementation of Positive Behavior Intervention Plans

• Teach, train, and provide ongoing consultation to others to carry out behavior analytic interventions

• Provide direct services to support students as needed.

• Participate in student support team meetings to provide guidance and management for the implementation of Positive Behavior Intervention Plans

• Provide professional development and coaching to build capacity of faculty members in their implementation of behavior interventions and supports.

• Confer with regular classroom teachers, along with special education teachers/pupil services staff regarding students with behavioral challenges.

• Assist with campus-based behavioral interventions such as peer mediation and other school culture/SEL initiatives

• Work cooperatively with special education administrators, principals, school psychologists, school counselors, and teachers in developing FBA/BIP procedures and corresponding paperwork.

• Work collaboratively with IEP teams to co-develop annual goals, accommodations, and other elements of the IEP process.

• Participate in the referral and/or re-evaluation process for selected students when a diagnosis of ASD is being considered for school-determined eligibility.

• Consult with parents/caregivers to promote the generalization of behavioral skills from school to home.

• Pursue ongoing professional development that is specific to the field of behavior analysis in public schools and the needs of our student population.

• On occasion, as per student need, conduct home assessments

• Maintain ongoing communication with parents and general education staff.

• Adhere strictly to timelines for the completion and submission of all required paperwork.

Additional Responsibilities:

• Travel regularly between campuses to support teams and employees across the organization (approximately 2-mile radius).

• Assist with maintaining student data and prepare pertinent reports requested by the Director of Student Services

• Always maintain a high degree of professionalism both in person and in written correspondence (attendance, punctuality, dress, demeanor, etc.)

• Additional responsibilities or task requested or assigned by Director of Student Services