Supervisor, School Services (BCBA Certification Required)

Job Description & Requirements

Sign-On Bonus: $5,000

Compensation: $90,000 - $100,000

Position Overview:

The Supervisor of School Services is responsible for overseeing case management to enhance access to curriculum and achieve IEP goals. This role emphasizes function-based behavior assessments and intervention planning. The Supervisor collaborates with a multidisciplinary team within the school to improve service delivery efficiency while supervising the Program Manager for School Services, focusing on skill development and exceptional customer service.

Key Responsibilities:

• Behavioral Assessment and Intervention:
  • Conduct Functional Behavior Assessments (FBAs) and other assessments to determine behavior functions and environmental influences.
  • Create, implement, and monitor Behavior Intervention Plans (BIPs) that align with student IEP goals.
  • Observe classrooms and provide written recommendations to enhance student success.
  • Collect, analyze, and interpret behavioral data to assess intervention effectiveness and inform treatment adjustments.
  • 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 as needed during staffing transitions.
• School Consultation and Collaboration:
  • Offer consultation and coaching to teachers, paraprofessionals, and school staff on behavior management and ABA principles.
  • Work alongside multidisciplinary teams, including administrators, psychologists, speech therapists, and special education personnel.
  • Engage in IEP meetings and other planning sessions.
  • Collaborate with families and school staff to ensure consistent behavioral support across environments.
  • Support the implementation of Positive Behavior Interventions and Supports (PBIS) and Multi-Tiered Systems of Support (MTSS).
  • Coordinate with district behavior specialists and program teams to align practices and support strategies.
• Staff Training and Professional Development:
  • Train school staff on behavioral intervention techniques, crisis prevention, and data collection methods.
  • Provide coaching and feedback to paraprofessionals and educators implementing behavior plans.
  • Develop and lead professional development sessions focused on behavior support and classroom management.
  • Model effective behavioral strategies in classroom settings when appropriate.
  • Assist in onboarding and developing new Behavior Interventionists and 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 support strategies.
  • Maintain accurate records, including behavioral assessments, progress summaries, and service logs.
  • Ensure compliance with district policies, state regulations, and BACB ethical standards.
  • Provide updates and recommendations regarding behavioral progress to IEP teams and district leadership.
  • Contribute to district-wide behavior initiatives and program enhancement efforts.
  • Prepare necessary documentation for IEP meetings, program reviews, and consultations.
• Leadership and Clinical Supervision:
  • Supervise and guide Behavior Interventionists, Program Managers, and other staff implementing behavioral supports.
  • Conduct competency assessments and supervise RBTs and BCBA trainees as per BACB standards.
  • Support the professional growth and performance improvement of assigned staff.
  • Participate in team meetings and interdisciplinary planning sessions.
  • Mentor staff working with assigned students, with potential to lead a growing team as district programs expand.
• Organizational Contribution:
  • Assist in developing school-based behavioral programs and service delivery models.
  • Participate in regional meetings as assigned.
  • Foster collaborative partnerships with school districts and educational stakeholders.
  • Adhere to organizational policies while aligning with district expectations.
  • Demonstrate flexibility in meeting district needs, adjusting involvement based on program requirements and staffing availability.
  • This role may include responsibilities for providing Fieldwork Experiential Supervision to BCBA Trainees in accordance with BACB standards.

Supervised Positions:

• Behavior Interventionist, School Services
• Program Manager

Education, Experience, and Certification Requirements:

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

Skills, Abilities, and Other Requirements:

• Strong understanding of Applied Behavior Analysis (ABA) principles and evidence-based interventions.
• Ability to conduct behavioral assessments and analyze behavioral data.
• Proficient in training and coaching educators and paraprofessionals.
• Excellent written and verbal communication skills.
• Effective collaboration within multidisciplinary educational teams.
• Knowledge of special education law and the IEP process.
• Sensitivity to diverse individuals from various ethnic, linguistic, cultural, and economic backgrounds.
• Ability 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 sites. Regular travel between school campuses may be necessary. Responsibilities include classroom observation, consultation, training, and student support activities. The role may occasionally involve direct classroom support or behavioral implementation during staffing transitions or program development.