<p>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 PK-5/Structured Learning Center Board Certified Behavior Analyst at Prospect Hill do? The Board Certified Behavior Analyst supports all students, faculty and families in grades PK-5. In addition, the BCBA works closely with the students, faculty and families of students enrolled in structured learning center strands in grades PK-8. The BCBA consults with teams to support the development and implementation of behavioral supports and interventions for students within a team-based multi-tiered system of support. In addition, the BCBA provides student facing intervention and ABA services according to students' Individualized Education Programs. The BCBA provides training and modeling for implementation of behavioral supports and interventions. The BCBA is a member of the Student Services team and reports to the Director of Student Services & operates with direction of principals in buildings.</p> <ul> <li>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-informed, and neurodivergent-affirming. </li><li>Operate as part of the tiered support team within campus structures in collaboration with the school leadership/principal PK-5. </li><li>When required through an IEP or through PHA's tiered systems of support, facilitate the development of Positive Behavior Intervention Plans & associated data collection tools in collaboration with campus leaders, teachers, clinicians, families, and the students themselves. </li><li>Provide direct services to support students according to Individualized Education Programs and/or student support plans arising from tiered support systems </li><li>Allocate predetermined time per week to support students in the structured learning center strands PK-8 at each campus; provide in the moment consultation, direct services, conduct observations, and model interventions </li><li>Conduct Functional Behavioral Assessments (which can include descriptive assessments and functional analyses) within required timelines </li><li>Monitor and assess the implementation of Positive Behavior Intervention Plans </li><li>In collaboration with building leadership and the student services department, provide professional development and coaching to build capacity of faculty members in their implementation of behavior interventions and supports. </li><li>Consult with classroom teachers, special education teachers/student services staff regarding students with behavioral challenges. Work collaboratively with IEP teams to co-develop annual goals, accommodations, progress reports, and other elements of the IEP process. </li><li>Participate in the referral and/or re-evaluation process for selected students when a diagnosis of ASD is being considered for school-determined eligibility. </li><li>Consult with parents/caregivers to promote the generalization of behavioral skills from school to home for students on your caseload </li><li>Pursue ongoing professional development that is specific to the field of behavior analysis in public schools and the needs of our student population. </li><li>On occasion, as per student need, conduct home assessments </li><li>Adhere strictly to timelines for the completion and submission of all required paperwork </li><li>Participate in team consultations for students on caseload & participate in recurring Structured Learning Center Team Consults </li><li>Additional responsibilities or task requested or assigned by Director of Student Services </li></ul> <p>Additional Functions:</p> <ul> <li>Travel regularly between campuses to support teams and employees across the organization </li><li>Assist with maintaining student data and prepare pertinent reports requested by manager </li><li>Additional responsibilities and tasks requested or assigned by manager </li></ul> <p>Knowledge, Skills and Experience Required:</p> <ul> <li>Minimum of three years of recent experience working with individuals who have behavioral challenges, preferably in a school setting </li><li>Master's degree in special education, psychology, or related field, with specialized knowledge of behavioral health and treatment philosophies and professional practices </li><li>Certification as a Board Certified Behavior Analyst </li><li>Commitment to Prospect Hill Academy's educational mission, vision, and values </li><li>Commitment to working with students and families from diverse backgrounds with diverse profiles </li><li>Well-developed and demonstrated cultural proficiency </li><li>Strong organizational and communication skills, both written and oral </li><li>Passionate about collaboration with colleagues and supervisor </li><li>Ability to multi-task and perform a range of instructional and administrative duties </li><li>High degree of flexibility and responsiveness in the face of challenge </li><li>Knowledge of current methods and techniques of applied behavior analysis and discrete trial training </li><li>Competence in analyzing assessment results, designing appropriate individual treatment plans and behavioral programs, and monitoring progress </li><li>Fluency in Google suite of applications </li></ul> <p>Physical Requirements:</p> <ul> <li>Frequent sitting, standing, walking, reaching with hands and arms to stoop, kneel, or crouch </li><li>Regularly required to operate a computer and other office equipment with hands and arms, and must occasionally lift and/or move up to 10 pounds. </li><li>Frequent lifting and/or moving up to 10 pounds and occasionally lifting and/or moving up to 25 pounds. </li><li>Occasional use of hands to handle or feel </li><li>Occasional climbing or balancing </li><li>Regular speaking and hearing; specific vision abilities include close vision, distance vision, color vision, peripheral vision, and depth perception </li></ul> <p>The above information outlines the general nature and level of work performed by employees within this position. It is not designed as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees assigned to this job; nor is it a contract for employment. The school will make reasonable accommodations as they relate to the Americans with Disabilities Act (ADA). Employment at the School is on an "Employment-At-Will" basis. In other words, you or the School may terminate employment for any reason and at any time, with or without notice. Similarly, the terms of employment outlined in this description are subject to change at any time.</p>