Supervisor, School Services (BCBA Certification Required)

Description

The Supervisor of School Services provides case management oversight and direction designed to optimize access to curriculum and IEP goals and objectives, while supporting function-based behavior assessment and intervention planning. The Supervisor works collaboratively within a multidisciplinary school-based team to maximize efficiency of service delivery, while providing supervision to the Program Manager, School Services aimed to advance development of skills and excellent customer service.

Essential Job Functions

• Behavioral Assessment and Intervention

  • Conduct Functional Behavior Assessments (FBAs) and other behavioral assessments to identify the function of behavior and contributing environmental variables.
  • Develop, implement, and monitor Behavior Intervention Plans (BIPs) aligned with student IEP goals and educational objectives.
  • Conduct classroom observations and provide written recommendations to support student success in the educational setting.
  • Collect, analyze, and interpret behavioral data to evaluate intervention effectiveness and guide treatment modifications.
  • Ensure behavior programming reflects evidence-based ABA practices and demonstrates social validity.
  • When necessary to maintain continuity of services, provide temporary direct student support or assist with BII-level implementation while staffing solutions are arranged.

• School Consultation and Collaboration

  • Provide consultation and coaching to teachers, paraprofessionals, and school staff regarding behavior management strategies and Applied Behavior Analysis principles.
  • Collaborate with multidisciplinary school teams including administrators, psychologists, speech therapists, and special education staff.
  • Partner with families and school staff to ensure consistency in behavioral supports across school environments.
  • Support district implementation of Positive Behavior Interventions and Supports (PBIS) and Multi-Tiered Systems of Support (MTSS).
  • Collaborate closely with district behavior specialists, program specialists, and district-level behavior teams to ensure alignment with district practices and student support strategies.

• Staff Training and Professional Development

  • Train school personnel on behavioral intervention techniques, crisis prevention strategies, and data collection procedures.
  • Provide coaching and feedback to paraprofessionals and school staff implementing behavior plans.
  • Develop and facilitate professional development related to behavior support, classroom management, and evidence-based interventions.
  • Model effective behavioral intervention strategies within classroom environments when appropriate.
  • Support onboarding and development of new Behavior Interventionists or other staff assigned to student programs.
  • Assist in developing the structure of behavioral support teams as programs expand within partner districts.

• Program Oversight and Documentation

  • Maintain accuracy of documentation including behavioral assessments, progress summaries, consultation notes, and service logs.
  • Ensure behavioral services comply with district policies, state regulations, and BACB ethical guidelines.
  • Provide behavioral progress updates and recommendations to IEP teams and district leadership.
  • Aid in district-wide behavior initiatives and program improvement efforts.
  • Prepare written reports, assessment summaries, and behavioral documentation required for upcoming IEP meetings, program reviews, and district consultations.
  • Contribute clinical input to documentation supporting IEP development, behavior plan updates, and progress reporting.

• Leadership and Clinical Supervision

  • Provide supervision and guidance to Behavior Interventionists, Program Managers, or other staff implementing behavioral supports in school settings.
  • Conduct competency assessments and supervision of RBTs and BCBA trainees in accordance with BACB standards when applicable.
  • Support professional development and performance improvement of assigned staff.
  • Participate in team meetings and interdisciplinary planning sessions.
  • Mentor and guide staff supporting assigned students, with the potential to develop and lead a growing team as district programs expand.

• Organizational Contribution

  • Contribute to development of school-based behavioral programs and service delivery models.
  • Participate in territory or regional meetings as assigned.
  • Promote collaborative partnerships with school districts and educational stakeholders.
  • Follow company policies and procedures while supporting alignment with district expectations.
  • Demonstrate adaptability in meeting district needs, including adjusting level of direct involvement based on program requirements and staffing availability.

Education, Experience, Certification Requirements

• Analysis, Psychology, Education, or a related field.

• Board Certified Behavior Analyst (BCBA) certification in good standing with the Behavior Analyst Certification Board.

• 2+ years experience providing behavioral consultation in school settings is strongly preferred.

• Experience working with students with autism spectrum disorder, emotional/behavioral disorders, or developmental disabilities.

• Experience collaborating with multidisciplinary educational teams preferred.

• Experience supervising behavior interventionists or building behavioral support teams in school settings strongly preferred.

Skills, Abilities And Other Requirements

• Strong knowledge of Applied Behavior Analysis (ABA) principles and evidence-based interventions.

• Ability to conduct behavioral assessments and interpret behavioral data.

• Skill in training and coaching educators and paraprofessionals.

• Strong written and verbal communication skills.

• Ability to collaborate effectively within multidisciplinary educational teams.

• Understanding of special education law and the IEP process.

• Sensitivity to ethnically, linguistically, culturally, and economically diverse individuals.

• Ability to balance consultative responsibilities with occasional direct implementation support when required.