Supervisor, School Services (BCBA Certification Required)

Description & Requirements

Sign-On Bonus: $5,000

Salary Range: $90,000 - $100,000

Job Overview:

The Supervisor of School Services is responsible for overseeing case management to enhance access to curriculum and achieve IEP goals. This role involves collaborating with a multidisciplinary team within the school to ensure efficient service delivery while supervising the Program Manager for School Services, focusing on skill development and exceptional customer service.

Key Responsibilities:Behavioral Assessment and Intervention

• Perform Functional Behavior Assessments (FBAs) and other evaluations to determine behavior functions and environmental influences.
• Create, implement, and monitor Behavior Intervention Plans (BIPs) that align with student IEP goals.
• Conduct classroom observations and provide written recommendations to enhance student success.
• Gather, analyze, and interpret behavioral data to assess the effectiveness of interventions and adjust treatment plans as needed.
• Ensure that behavior programming adheres to evidence-based ABA practices and maintains social validity.
• Provide temporary direct support to students or assist with BII-level implementation when staffing solutions are being arranged.

School Consultation and Collaboration

• Offer consultation and coaching to educators, paraprofessionals, and school staff on behavior management techniques and ABA principles.
• Work alongside multidisciplinary teams, including administrators, psychologists, speech therapists, and special education personnel.
• Engage in IEP meetings and other planning sessions with multidisciplinary teams.
• Collaborate with families and school staff to ensure consistent behavioral support across various school environments.
• Assist in the implementation of Positive Behavior Interventions and Supports (PBIS) and Multi-Tiered Systems of Support (MTSS).
• Coordinate with district behavior specialists and program specialists to align practices and support strategies.

Staff Training and Professional Development

• Train school staff on behavioral intervention methods, crisis prevention, and data collection techniques.
• Provide coaching and feedback to paraprofessionals and educators implementing behavior plans.
• Design and lead professional development sessions focused on behavior support, classroom management, and evidence-based practices.
• Model effective behavioral intervention strategies in classroom settings when appropriate.
• Support the onboarding and development of new Behavior Interventionists or other staff involved in student programs.
• Help structure behavioral support teams as programs grow within partner districts.

Program Oversight and Documentation

• Monitor the fidelity of implementation for Behavior Intervention Plans and behavioral support strategies.
• Maintain thorough documentation, including behavioral assessments, progress reports, consultation notes, and service logs.
• Ensure compliance with district policies, state regulations, and BACB ethical standards.
• Provide updates on behavioral progress and recommendations to IEP teams and district leadership.
• Assist with district-wide behavior initiatives and efforts for program improvement.
• Prepare written reports and documentation for upcoming IEP meetings, program evaluations, and district consultations.
• Contribute clinical insights to documentation supporting IEP development and behavior plan updates.

Leadership and Clinical Supervision

• Supervise and guide Behavior Interventionists, Program Managers, and other staff implementing behavioral supports in schools.
• Conduct competency assessments and supervise RBTs and BCBA trainees in line with BACB standards when applicable.
• Support the professional growth and performance enhancement of assigned staff.
• Participate in team meetings and interdisciplinary planning sessions.
• Mentor staff working with assigned students, with the potential to lead a growing team as district programs expand.

Organizational Contribution

• Assist in the development of school-based behavioral programs and service delivery models.
• Participate in regional or territory meetings as required.
• Foster collaborative partnerships with school districts and educational stakeholders.
• Adhere to organizational policies while ensuring alignment with district expectations.
• Demonstrate flexibility in meeting district needs, adjusting direct involvement based on program requirements and staffing availability.

*This role may involve providing Fieldwork Experiential Supervision to BCBA Trainees in accordance with BACB standards. Additional responsibilities regarding documentation and supervision frequency are detailed in the organization’s Supervision Standard specific to BACB requirements.

Supervised Positions:

• Behavior Interventionist, School Services
• Program Manager

Education, Experience, and Certification Requirements:

• Degree in Analysis, Psychology, Education, or a related field.
• Board Certified Behavior Analyst (BCBA) certification in good standing with the Behavior Analyst Certification Board.
• Minimum of 2 years of experience in behavioral consultation within school settings is highly preferred.
• Experience working with students with autism spectrum disorder, emotional/behavioral disorders, or developmental disabilities.
• Preferred experience collaborating with multidisciplinary educational teams.
• Experience supervising behavior interventionists or establishing behavioral support teams in school settings is strongly preferred.

Skills, Abilities, and Other Requirements:

• In-depth knowledge of Applied Behavior Analysis (ABA) principles and evidence-based interventions.
• Ability to conduct behavioral assessments and analyze behavioral data.
• Proficiency in training and coaching educators and paraprofessionals.
• Excellent written and verbal communication skills.
• Ability to collaborate effectively within multidisciplinary educational teams.
• Understanding of special education law and the IEP process.
• Sensitivity to individuals from diverse ethnic, linguistic, cultural, and economic backgrounds.
• Capability to balance consultative duties with occasional direct implementation support as needed.

Working Conditions:

• Work primarily takes place in school classrooms and administrative offices across various district school sites.
• Regular travel between school campuses may be necessary.
• Responsibilities include classroom observation, consultation, training, and student support activities.

This position may occasionally require direct classroom support or behavioral implementation during staffing transitions or program development.