FRAMINGHAM PUBLIC SCHOOLS

STAPLETON ELEMENTARY SCHOOL 

TITLE:

Board Certified Behavior Analyst 

2024-2025 School Year

POSITION SUMMARY:

Under the direction of the Director of Special Education, the Board Certified Behavior Analyst (BCBA) assists in the implementation of Applied Behavior Analysis (ABA) instruction throughout the district. The BCBA performs a variety of activities in support of instructional programs for students who have been diagnosed with an Autism Spectrum or a related disorder. Services may include: functional behavioral assessment, behavior plan design, development of individualized skills, staff and parent training, and consultation to all team members pertinent to the student's IEP. 

OUR MISSION:

Framingham Public Schools is committed to excellence for all students. Our mission statement guides our work: Through a comprehensive education, we aim to create and empower free-thinking, responsible citizens who can participate equally in our rich and diverse community. FPS and the community stand united in our core values: Providing a safe, inclusive, culturally responsive teaching and learning environment; Engaging antiracist and responsible civic advocates; Respecting diversity of thought, learners, cultures, and community; Fostering learning and healthy growth of all students and staff; Ensuring every school will be an active, participatory, equitable community.

Diversity among teachers undoubtedly advances the academic achievement of students. Compliance obligations establish a baseline which we seek to exceed. As a district, Framingham Public Schools is committed to achieving, developing, and maintaining a workforce reflective of the rich racial, linguistic, and cultural diversity of our students. Framingham Public Schools aims to teach our children, and ourselves, to be culturally proficient and inclusive in order to live, learn, and work together in a vibrant and diverse world.  

Indeed, Framingham Public Schools is committed to inspiring our school community to be accepting and willing to learn from individuals with differing backgrounds. Our goal is to reflect the diverse community we serve and create a great place to work for everyone by embracing the individual skills, perspectives, and experiences our people bring to the workplace and harnessing these for high performance and improved service delivery. We want our employees to feel included, valued, and respected and have access to equal opportunity, which supports full participation at work. Framingham Public Schools seeks to retain the diverse talent in our workforce and support our people to maintain a long and productive working career.

Framingham Public Schools is dedicated to the goal of building a culturally diverse and pluralistic faculty committed to teaching and working in a multicultural environment and strongly encourages applications from persons with disabilities and who identify as members of historically underrepresented groups.

CERTIFICATES, LICENSES, REGISTRATIONS:

Must be a Board Certified Behavior Analyst.  Master's Degree in the area of Education, Psychology, or Behavior Analysis preferred. Previous experience in public school settings is a plus. 

Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity and inclusion in all aspects of education. Also, we are interested in candidates who will bring to their professional practice the perspective that comes from a non-traditional educational background or an understanding of the experiences of those underrepresented in the educational field.

SKILLS AND ABILITY:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Knowledge of applied behavior analysis and appropriate interventions for students diagnosed with Autism Spectrum Disorder. Understanding of child development, curriculum, and instruction materials used at various grade levels are essential skills in order to assist the students in accessing their learning environment.  

Ability to apply knowledge of current research and theory in the educational field; to communicate clearly and concisely both in oral and written form; to effectively present information and respond to questions from groups including staff, parents and the general public; to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations; to write reports and correspondence, as needed; to use reasoning ability to evaluate information and determine/recommend an appropriate course of action; to define problems, collect data, establish facts and draw valid conclusions; to use professional literature, evidence-based research, and continuing education content to make practice decisions; to establish and maintain effective working relationships with students, parents, staff and the community; to work independently, prioritize tasks and manage several projects simultaneously; to perform duties with awareness of all district requirements, state and federal laws, and Framingham Public Schools policies (as long as the policies do not conflict with the Framingham Teachers Association (Unit A) Contract); to work with students and families of diverse backgrounds with diverse needs in an equitable and inclusive manner that bears witness to cultural proficiency and competency; to maintain appropriate confidential records; to react professionally and objectively to unpredictable situations (e.g. environmental changes, behavior/aggression, seizure activity, etc.);  to operate and/or acquire skills to operate a computer and related software including but not limited to Google; and ability/willingness to plan, coordinate, conduct and participate in ongoing professional and staff development.

Experience evaluating student skills and writing reports to interpret/summarize findings. Strong collaborative, teaching, coaching, and leadership skills to support student programming and work in a team setting. Strong problem-solving skills to support student success. Strong data-collection skills to help to inform decisions for students. Strong verbal and written communication skills. Strong organizational skills to balance the demands of a multi-tasking position. A proactive and solution-focused approach to meeting student needs. Knowledge of specialized content areas as well as any related laws and procedures.

Ability to plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned;  and to use instructional technology appropriately and work with students to facilitate their use of instructional technology.

Ability to consistently collaborate with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level; and to regularly provide advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.

Experience writing IEPs.  Thorough knowledge of the principles, practices and procedures of special education and specialty area(s). Knowledge of special education procedures to maintain appropriate confidential records Thorough knowledge of the principles and methodology of effective teaching of students with disabilities. Ability to establish and maintain standards of behavior. Knowledge of relevant technology including the use of technology such as i-pads to individualize instruction. Must have the ability and proven ability to report to work on a regular and punctual basis.

ESSENTIAL DUTIES AND RESPONSIBILITIES:  

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 work is similar, related, or a logical assignment to the position. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.

• Directly supervise staff members and ABA Specialists on behavior plans, curriculum modifications, accommodations, social skills and provide staff with resources, tools, and in-class modeling of techniques
• Oversee and provide feedback to staff regarding programming and IEP implementation, and attend IEP meetings
• Develop and oversee behavior plans for in-classroom implementation and assess the progress of the effectiveness of behavior plans and curriculum modifications
• Conduct behavior assessments (PEAK, VBMAPP, EFL, AFLS, etc.) and devise appropriate behavior plans
• Coordinate parent consultation and communication as needed/required by IEP 
• Work collaboratively to complete IEP goals, benchmarks, and progress reports 
• Ensure behavioral strategies are implemented consistently and accurately across all settings.
• Translate IEP goals into written ABA programs, develop academic programming and data collection sheets, as well as behavior data collection sheets.
• Participate in classroom team meetings.
• Assist students in generalizing skills within general education settings.
• Provide ongoing support, training, and feedback to ABA and classroom staff.
• Ensure effective communication and interpersonal skills with staff, students, and parents.
• Ensure all students are safe by implementing and monitoring de-escalation strategies.
• Ensure all staff are implementing programming/behavior plans properly, ensure students are safe and making progress, and ensure all parent needs and concerns are addressed appropriately.
• Other duties as required.

PHYSICAL WORKING CONDITIONS:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Must be required to move about and may be required to traverse occasionally throughout the school building;
• Must often remain in a stationary position for considerable periods of time;
• Is occasionally required to reach with hands and arms and sit, stoop, kneel, crouch, or crawl; 
• Is expected to lift at least 20 lbs (i.e. books, school supplies, etc.);
• Must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools; 
• Must be able to assist students who have physical difficulties;
• Operate a computer and other office productivity machinery (i.e., a calculator, copy machine, and computer printer);
• Must be able to input information into a computer and as well as read material from a computer monitor as well as handwritten or printed matter with or without visual aids;
• Must be able to communicate effectively with students, parents, and other staff members in person, via email, and on the telephone;
• In the classroom, must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction;
• Must be able to assist students who have physical difficulties;
• May be required to move quickly across even or uneven surfaces;
• Working in a normal school environment with an acceptable level of noise;
• Must interact with students, parents, and other staff members;
• Must be able to kneel, sit, stand, crawl, push, and pull to assist and teach children throughout the day;
• Is directly responsible for the safety, well-being, and work output of students;
• Must be able to interact with students, parents, and other staff members and occasionally must meet multiple demands from several people;
• While the majority of the workday is spent inside, must spend time outdoors for recess, fire drills, and special activities;  
• May be exposed to bodily fluids, disease, or pathogens; 
• May receive unintentional injuries from aggressive students; 
• May be required some degree of physical interaction with students who have difficulty controlling physical behavior; and
• The work typically requires occasional in-district travel to attend meetings.

REPORTS TO:  

Director of Special Education

SUPERVISORY RESPONSIBILITIES:

Provide support, training, and feedback to program staff and ABA Specialists regarding program implementation. 

FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION:

This position is classified as Exempt (Professional).

Covered under the Framingham Teachers Association (Unit A) Contract. Please note that the District reserves the right to transfer all personnel among buildings on an as needed basis to serve the best interests of all students as long as this does not conflict with the Framingham Teachers Association (Unit A) Contract.

HELPFUL LINKS:

Framingham Teachers Association Contract

Click here for more information about our amazing benefits! 

Framingham Public Schools provides equal employment. opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Framingham Public Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the District has facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Framingham Public Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, ancestry, marital status, or veteran status.

The Framingham Public Schools prohibit sex discrimination in any education program or activity that it operates.  Individuals may report concerns or questions to the Title IX Coordinator.  The notice of nondiscrimination is located at the Framingham Public Schools School Committee website. 

Rev. 2024