Behavior Therapist jobs at RCS Learning Center

Holyoke Public Schools is a PreK-12 public school district serving nearly 5,100 students, of whom 80 percent are Latino/Latina, in 11 schools. We employ nearly 1,300 people who together educate and support a richly diverse community of learners. We are committed to recruiting and retaining top-quality educators who believe all children can and will learn and who strive daily to make school a joyful place of discovery, support, and belonging. Holyoke Public Schools' strategic plan, “Moving Forward Together,” builds on the strengths of our past while serving as a call to action to accelerate student learning by thinking differently about how we teach, how we work together, and how we support students' well being. Our Equity Commitments are pledges we are making to address systemic equity challenges. We intentionally build a community that is anti-racist, inclusive, and culturally responsive. We ensure that students, families, and staff get the support they need to be successful. We seek out and incorporate the voices of those impacted, with a commitment to include those who have been excluded in the past. We promote access and inclusion for all students, staff, and families. We respect, embrace, and honor the diversity of our students, families, staff, and community. We reflect on our own behavior to minimize harm to others. We create a culture of acceptance and empathy so that everyone feels valued and is able to contribute to our community's success. Please visit the Holyoke Public Schools website to learn more about us as well as some of our recent accomplishments. - Spanish: Las Escuelas Públicas de Holyoke son un distrito escolar público de prekínder a 12.° grado que acoge a casi 5100 estudiantes, de los cuales el 80 por ciento son latinos/latinas. Empleamos a casi 1300 personas que, juntas, educan y apoyan a una comunidad de estudiantes muy diversa. Estamos comprometidos a contratar y retener educadores de alta calidad que tengan la certeza de que todos los niños pueden y podrán aprender, y que también se esfuercen diariamente por hacer de la escuela un lugar alegre de descubrimiento, apoyo y pertenencia. El plan estratégico de las Escuelas Públicas de Holyoke , "Avanzando Juntos", toma en cuenta nuestras fortalezas anteriores y al mismo tiempo sirve como un llamado a la acción para acelerar el aprendizaje de los estudiantes a través de una perspectiva diferente sobre cómo enseñamos, cómo trabajamos juntos y cómo apoyamos el bienestar de los estudiantes. Nuestros compromisos de equidad son promesas que hacemos para abordar los desafíos de equidad sistémica. Construimos intencionadamente una comunidad antirracista, inclusiva y culturalmente receptiva. Nos aseguramos de que los estudiantes, las familias y el personal reciban el apoyo que necesitan para tener éxito. Buscamos e incorporamos las voces de los afectados, con el compromiso de incluir a los que han sido excluidos en el pasado. Promovemos el acceso y la inclusión de todos los estudiantes, el personal y las familias. Respetamos, acogemos y honramos la diversidad de nuestros alumnos, familias, personal y comunidad. Reflexionamos sobre nuestro propio comportamiento para minimizar el daño a los demás. Creamos una cultura de aceptación y empatía para que todos se sientan valorados y puedan contribuir al éxito de nuestra comunidad. Por favor, visite el sitio web de las Escuelas Públicas de Holyoke en ********************* para obtener más información sobre nosotros y algunos de nuestros logros recientes. POSITION OBJECTIVE: A Registered Behavior Technician (RBT) is a paraprofessional who works under the close, on-going supervision of a Board Certified Behavior Analysts (BCBA). The RBT is primarily responsible for the direct implementation of skill- acquisition and implementation of behavior intervention plans developed by the supervisor (BCBA). The RBT works under the supervision of the BCBA, but in collaboration with classroom teachers and educational teams. The RBT may also collect data and conduct certain types of assessments (e.g., stimulus preference assessments). RESPONSIBILITIES: Assists teachers and educational teams by helping students access the curriculum and working with children to help support behavioral & social needs. Assists in creating & implementing accommodations to increase optimal level of learning for students requiring modifications. Assists in discrete trial training & verbal behavior strategy implementation. May assist in planning and implementing field trips for the purpose of reinforcing behavioral/social objectives. Assists in day to day staff training for all areas listed above. Obtain ongoing supervision for a minimum of 5% of the hours spent engaging in student skills acquisition activities, behavior change strategies per month. Monthly supervision must include at least 2 face-face, synchronous contacts per month during which the supervisor observes the RBT engaging in skill acquisition or behavioral change activities. Measurement and data collection. Assessment of preference and behavior. Student skill acquisition. Performs tasks assigned by the BCBA. Monitors students' behavior inside and outside of the classroom. Assists in training & implementation of antecedent strategies to prevent occurrence of target behaviors, as well as de-escalation strategies if target behaviors occur Attends a variety of in-service training sessions and other related meetings. Participates baseline testing students in a variety of areas, including academic and social progress. Enters and updates student information in applicable computer programs. Performs other duties as assigned Qualifications: Associate's Degree or higher; OR Completing at least two years, or 48 credit hours of study at an institution of higher education; OR taking and passing a formal assessment measuring one's knowledge of and ability to assist classroom teachers in reading, writing, and mathematics. (Parapro Assessment and work Keys) Three years of experience in working with students/clients with autism, developmental delays, intellectual impairments, communication disorders, and/or social/behavioral deficits disorders; or, an equivalent combination of education and experience sufficient to successfully perform the essential duties of the job such as those listed above. Experience working in an urban setting, preferred Experience working with diverse student populations, preferred Strong written and verbal communication skills; excellent teamwork skills Bilingual applicants (Spanish) strongly encouraged to apply LICENSING REQUIREMENTS: (positions in this class typically require): Licensing Requirements to complete RBT credentials, the applicant must: Be at least 18 years of age; Complete a 40 hour training program (BACB certificant) based on the RBT Task List , completed within 90 days of employment; Pass the RBT competency Assessment administered by a BCBA certificant; Pay a $50 application fee (annual renewal fees are $35 paid by the employee); Ability to obtain First Aid, Restraint & de-escalation, and CPR certification within 30 days of employment. PHYSICAL REQUIREMENTS: Positions in this class typically require: stooping, kneeling, crouching, reaching, standing, walking, lifting, finger dexterity, grasping, feeling, talking, hearing, seeing, and repetitive motions. Medium Work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. Incumbents may be subjected to odors, extreme temperatures, and intense noises.

Holyoke Public Schools is a PreK-12 public school district serving nearly 5,100 students, of whom 80 percent are Latino/Latina, in 11 schools. We employ nearly 1,300 people who together educate and support a richly diverse community of learners. We are committed to recruiting and retaining top-quality educators who believe all children can and will learn and who strive daily to make school a joyful place of discovery, support, and belonging. Holyoke Public Schools' strategic plan, "Moving Forward Together," builds on the strengths of our past while serving as a call to action to accelerate student learning by thinking differently about how we teach, how we work together, and how we support students' well being. Our Equity Commitments are pledges we are making to address systemic equity challenges. * We intentionally build a community that is anti-racist, inclusive, and culturally responsive. * We ensure that students, families, and staff get the support they need to be successful. * We seek out and incorporate the voices of those impacted, with a commitment to include those who have been excluded in the past. * We promote access and inclusion for all students, staff, and families. * We respect, embrace, and honor the diversity of our students, families, staff, and community. * We reflect on our own behavior to minimize harm to others. * We create a culture of acceptance and empathy so that everyone feels valued and is able to contribute to our community's success. Please visit the Holyoke Public Schools website to learn more about us as well as some of our recent accomplishments. * Spanish: Las Escuelas Públicas de Holyoke son un distrito escolar público de prekínder a 12.° grado que acoge a casi 5100 estudiantes, de los cuales el 80 por ciento son latinos/latinas. Empleamos a casi 1300 personas que, juntas, educan y apoyan a una comunidad de estudiantes muy diversa. Estamos comprometidos a contratar y retener educadores de alta calidad que tengan la certeza de que todos los niños pueden y podrán aprender, y que también se esfuercen diariamente por hacer de la escuela un lugar alegre de descubrimiento, apoyo y pertenencia. El plan estratégico de las Escuelas Públicas de Holyoke , "Avanzando Juntos", toma en cuenta nuestras fortalezas anteriores y al mismo tiempo sirve como un llamado a la acción para acelerar el aprendizaje de los estudiantes a través de una perspectiva diferente sobre cómo enseñamos, cómo trabajamos juntos y cómo apoyamos el bienestar de los estudiantes. Nuestros compromisos de equidad son promesas que hacemos para abordar los desafíos de equidad sistémica. * Construimos intencionadamente una comunidad antirracista, inclusiva y culturalmente receptiva. * Nos aseguramos de que los estudiantes, las familias y el personal reciban el apoyo que necesitan para tener éxito. * Buscamos e incorporamos las voces de los afectados, con el compromiso de incluir a los que han sido excluidos en el pasado. * Promovemos el acceso y la inclusión de todos los estudiantes, el personal y las familias. * Respetamos, acogemos y honramos la diversidad de nuestros alumnos, familias, personal y comunidad. * Reflexionamos sobre nuestro propio comportamiento para minimizar el daño a los demás. * Creamos una cultura de aceptación y empatía para que todos se sientan valorados y puedan contribuir al éxito de nuestra comunidad. Por favor, visite el sitio web de las Escuelas Públicas de Holyoke en ********************* para obtener más información sobre nosotros y algunos de nuestros logros recientes. POSITION OBJECTIVE: A Registered Behavior Technician (RBT) is a paraprofessional who works under the close, on-going supervision of a Board Certified Behavior Analysts (BCBA). The RBT is primarily responsible for the direct implementation of skill- acquisition and implementation of behavior intervention plans developed by the supervisor (BCBA). The RBT works under the supervision of the BCBA, but in collaboration with classroom teachers and educational teams. The RBT may also collect data and conduct certain types of assessments (e.g., stimulus preference assessments). RESPONSIBILITIES: * Assists teachers and educational teams by helping students access the curriculum and working with children to help support behavioral & social needs. Assists in creating & implementing accommodations to increase optimal level of learning for students requiring modifications. Assists in discrete trial training & verbal behavior strategy implementation. May assist in planning and implementing field trips for the purpose of reinforcing behavioral/social objectives. Assists in day to day staff training for all areas listed above. * Obtain ongoing supervision for a minimum of 5% of the hours spent engaging in student skills acquisition activities, behavior change strategies per month. * Monthly supervision must include at least 2 face-face, synchronous contacts per month during which the supervisor observes the RBT engaging in skill acquisition or behavioral change activities. * Measurement and data collection. * Assessment of preference and behavior. * Student skill acquisition. * Performs tasks assigned by the BCBA. * Monitors students' behavior inside and outside of the classroom. Assists in training & implementation of antecedent strategies to prevent occurrence of target behaviors, as well as de-escalation strategies if target behaviors occur * Attends a variety of in-service training sessions and other related meetings. * Participates baseline testing students in a variety of areas, including academic and social progress. Enters and updates student information in applicable computer programs. * Performs other duties as assigned Qualifications: * Associate's Degree or higher; OR Completing at least two years, or 48 credit hours of study at an institution of higher education; OR taking and passing a formal assessment measuring one's knowledge of and ability to assist classroom teachers in reading, writing, and mathematics. (Parapro Assessment and work Keys) * Three years of experience in working with students/clients with autism, developmental delays, intellectual impairments, communication disorders, and/or social/behavioral deficits disorders; or, an equivalent combination of education and experience sufficient to successfully perform the essential duties of the job such as those listed above. * Experience working in an urban setting, preferred * Experience working with diverse student populations, preferred * Strong written and verbal communication skills; excellent teamwork skills * Bilingual applicants (Spanish) strongly encouraged to apply LICENSING REQUIREMENTS: (positions in this class typically require): Licensing Requirements to complete RBT credentials, the applicant must: * Be at least 18 years of age; * Complete a 40 hour training program (BACB certificant) based on the RBT Task List, completed within 90 days of employment; * Pass the RBT competency Assessment administered by a BCBA certificant; * Pay a $50 application fee (annual renewal fees are $35 paid by the employee); * Ability to obtain First Aid, Restraint & de-escalation, and CPR certification within 30 days of employment. PHYSICAL REQUIREMENTS: * Positions in this class typically require: stooping, kneeling, crouching, reaching, standing, walking, lifting, finger dexterity, grasping, feeling, talking, hearing, seeing, and repetitive motions. * Medium Work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. * Incumbents may be subjected to odors, extreme temperatures, and intense noises.

The Registered Behavior Technician (RBT) supports and implements behavior plans created by a Board Certified Behavior Analyst (BCBA), using Applied Behavior Analysis (ABA) strategies that honor the unique strengths and differences of every student. This position emphasizes neurodiversity, understanding that brain variations are natural and not deficits to be fixed. The RBT fosters skill development in communication, social interaction, and problem-solving for students in special education in a respectful, positive, and individualized way. Essential Duties and Responsibilities * Promote safe and socially acceptable behaviors to support communication, social interaction, and problem-solving skills development. * Gradually reduce prompts to encourage independent and successful responses. * Increase the occurrence of appropriate behaviors through positive reinforcement (desired items, attention, or removal of aversive stimuli). * Collect and document behavior data using A-B-C, frequency, duration, latency, inter-response time, event recording, and interval-based recording methods. * Adhere to support plans and interventions, seeking appropriate consultation when necessary. * Collaborate effectively with team members to implement programming with minimal disruption. * Educate involved parties about the role of ABA-based interventions and the responsibilities of the RBT, ensuring clear role boundaries. * Participate in training/consultation as appropriate. * Reinforce previously taught skills in one-on-one or small group settings. * Maintain open communication with Case Managers regarding student progress. * Document academic and behavioral progress accurately and thoroughly. * Support students in general education settings and community/job site environments, modifying instruction as necessary. * Ensure student safety when using adaptive equipment. * Assist with self-help skills (clothing, feeding, toileting). * Participate in meetings as needed. * Complete required documentation. * Engage in ongoing professional development, including training, CPR/First Aid certification, and staff meetings. * Adapt to changes in daily schedules with flexibility. * Assist with curriculum development and modifications, including augmentative communication devices. * Maintain student program books, document changes, and conduct reinforcement assessments. * Implement instructional and behavioral programs as designed by the BCBA. * Conduct data collection at all stages of skill acquisition. * Organize and maintain student-specific materials and reinforcers in an orderly manner. * Perform other duties as designated by Program Teacher, BCBA, Building Principal, Assistant Principal, or Director of Student Services. Required Qualifications * CPR/First Aid Certification * Registered Behavior Technician (RBT) Certification * Safety Care Certification This neuro affirming approach to ABA honors the diversity of human minds and supports each student in a respectful, inclusive, and effective way.

Behavior Technician Work Year: 2025-2026 The regular work year for Behavior Technicians is 214 days, including a Summer Program. Effective Date of Employment: ASAP Salary: $29.00 per hour Responsibilities: * Provide a highly structured approach that relies on behavioral principles * Run programs that specify pre-determined skills including: academic, communication, motor, social, adaptive daily living skills (including: toileting (may require lifting), grooming, dressing and eating using a systematic prompting sequence * Collect data and record progress of skill acquisition * Graph all programs daily to track progress * Assist students in generalizing learned skills within the general education settings * Implement play plans and facilitate social interactions at unstructured times (recess, lunch, specials, etc.) * Collect student work as directed by special education teacher * Gather/create/organize materials for educational programs, behavior charts, reinforcement systems, etc. as requested by special educator * Work with students who may exhibit behaviors such as: aggression, property destruction, self-injury, non-compliance, disruption, inattention to task, social deficits, non-verbal communication skills and safety concerns * Implement specific behavior protocol (including data collection and graphing as needed) * Maintain current crisis prevention certification (e.g.,Safety-Care) and implement physical restraints and escorts as needed * Consult with special educator, general educator and behavior specialist * Complete daily home communication log * Attend required meetings and trainings after school * Responsible for other general duties as indicated by the Principal, directives of the Superintendent of Schools or his/her designee, and policies of the Marlborough School Committee Qualifications: * Minimum of two years of ABA experience in a public school or private special education school or clinical environment or RBT Certification (to be completed within 90 days of hire) or an Associate's Degree or 48 credits at the bachelor level in education or a related field. * Bilingual (Spanish, Portuguese, and/or Creole) is a plus. An Equal Opportunity Employer It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, sexual orientation, gender identity, age or disability in its education programs, services, activities, or employment practices.

Behavior Technician Work Year: 2025-2026 The regular work year for Behavior Technicians is 214 days including a Summer Program. Salary: $29.00 per hour Responsibilities: * Provide a highly structured approach that relies on behavioral principles * Run programs that specify pre-determined skills including: academic, communication, motor, social, adaptive daily living skills (including: toileting (may require lifting), grooming, dressing and eating using a systematic prompting sequence * Collect data and record progress of skill acquisition * Graph all programs daily to track progress * Assist students in generalizing learned skills within the general education settings * Implement play plans and facilitate social interactions at unstructured times (recess, lunch, specials, etc.) * Collect student work as directed by special education teacher * Gather/create/organize materials for educational programs, behavior charts, reinforcement systems, etc. as requested by special educator * Work with students who may exhibit behaviors such as: aggression, property destruction, self-injury, non-compliance, disruption, inattention to task, social deficits, non-verbal communication skills and safety concerns * Implement specific behavior protocol (including data collection and graphing as needed) * Maintain current crisis prevention certification (e.g.,Safety-Care) and implement physical restraints and escorts as needed * Consult with special educator, general educator and behavior specialist * Complete daily home communication log * Attend required meetings and trainings after school * Responsible for other general duties as indicated by the Principal, directives of the Superintendent of Schools or his/her designee, and policies of the Marlborough School Committee Qualifications: * Minimum of two years of ABA experience in a public school or private special education school or clinical environment or RBT Certification (to be completed within 90 days of hire) or an Associate's Degree or 48 credits at the bachelor level in education or a related field. * Bilingual (Spanish, Portuguese, and/or Creole) is a plus. An Equal Opportunity Employer It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, sexual orientation, gender identity, age or disability in its education programs, services, activities, or employment practices.

Definition: A Behavioral Technician works one-on-one or in small groups with clients dealing with behavioral challenges. A Behavior Technician works under the guidance of a supervisor to collect data and carry out treatment protocols or behavior plans. Essential Functions: 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 the work is similar, related or a logical assignment to the position. The Behavior Technician will provide clinical skills instruction and behavior reduction protocols to children with developmental disabilities in the home, community, and school settings. The Technician will collect data on programs, assist with parent training, and assist with clinical assessments as needed. Provide direct client care in 1:1 and group settings utilizing a combination of intensive teaching and natural environment training arrangements. Follow the prescribed behavioral skill acquisition and behavior reduction protocols. Follow and record data for prescribed toilet training protocols. Collect, record, and summarize data on observable client behavior. Assist with parent and caregiver training in line with client's individualized treatment and behavior reduction protocols. Effectively communicate with parents and caregivers regarding client progress as instructed. Assist with skill acquisition and behavior reduction assessments. Carry out other relative assignments designated by the BCBA or Principal. Required Skills, Experience and Competencies: Ability to accept constructive feedback and develop knowledge and skill sets accordingly. Effective time management skills and the ability to manage multiple tasks at one time. Excellent written and verbal communication skills. Ability to develop and maintain professional relationships with clients, co-workers, supervisors, and community members. Ability to adhere to organizational policies and procedures. Commitment to maintain client confidentiality and adhere to HIPPA laws. Commitment to ongoing training and development as it relates to clinical skills, professional development, ethics, and technology, and training in order to perform job responsibilities to required standards. Ability to interpret and implement clinical protocols. A High School Diploma is required but higher education is preferred.

Behavior Interventionist (BI) This position is part of the FRCSTA bargaining unit. Salary is commensurate with experience, including education level and professional-level years of service. Reports to: Building Principal or Designee Subject: BI Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity and is proud to be an equal-opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status. District / School Overview Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across Southeastern Massachusetts. Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds, ethnicities, and experiences. Families in our three vibrant school communities (Elementary, Middle, & High School) speak over 20 languages and live in over 20 sending districts. Diversity is one of our greatest strengths; it drives positive student learning and life at our school. At FRCS, we value equity, teamwork, respect, and growth, and have committed to hiring and retaining a diverse staff and employees committed to an antiracist curriculum and ideals. Position Overview: The Behavior Interventionist is responsible for implementing the school-wide plan for creating a positive culture of behavior in the school in accordance with Foxborough Regional Charter School's Code of Conduct. Responsibilities: * Provide and supervise in a fair and consistent manner a positive behavior system with high standards, consistent with the philosophy, values, and mission of the school. * Supports scholars by being highly visible throughout the building and grounds before and after school, during lunch periods, flexible learning blocks, etc., and while students are transitioning between classes. * Collaborate with teachers, faculty, counselors, parents, etc., in the implementation of a school-wide plan for creating a positive culture of behavior in the school * Proactively promote positive school culture by providing a warm, inviting, yet firm environment where students feel safe, welcome, and aware of the expectations. * Promote student understanding of both their rights and responsibilities as school and community citizens. * Assist in protecting the safety, health, and welfare of the student body * Assist in developing programs to promote positive student behavior * Provide monthly reports to school leaders * Communicate with parents regarding behavior issues * Help resolve concerns that may impede student learning and/or participation in school activities * Maintain accurate and up-to-date records of student behavior information and provide monthly reports to school leaders * Collaborate with school leaders to organize and track student attendance. * Communicate with parents regarding class or period tardy/attendance-related issues. * Counsel students in matters of attendance, tardiness, and poor choices made, and make every effort to build relevant skills. * Must be warm, inviting, yet accountable in every environment General Expectations: * Manage oneself by being organized, prepared, and punctual * Manage resources, meet deadlines, and follow through on commitments * Act in ways that directly support the mission and vision of FRCS * Learn and grow as a professional * Use clear verbal and written communication and active listening skills * Develop and maintain rapport and effective relationships with young children and adults contacted in carrying out duties and responsibilities by using courtesy, diplomacy, collaboration, cooperation, and professional conduct * Contribute to the goals and success of all teams and team members through collaboration, cooperation, and flexibility in team discussions, activities, and decision-making * Maintain high ethical standards, legal responsibility, and confidentiality * Demonstrated commitment to anti-bias, anti-racist education * Attend building and district meetings to promote communication and mutual decision-making among the staff * Attend established traditional school-sponsored activities (e.g., Back to School Night, Open House, programs, activities) agreed upon by the building administrator and per the FRCSTA contract * Regular attendance is a necessary and essential function; absences should be rare and in alignment with district attendance and punctuality standards * Responsible for implementing other job-related duties as needed Qualifications- Required: * Bachelor's Degree from an accredited college or university * Demonstrated subject matter competence, highly qualified, in the area of licensure * Ability to demonstrate competency and sensitivity within a very diverse student body. * Effective communication and organizational skills * Deep commitment to DEI and anti-bias, anti-racist approaches to education and service. * Strong problem-solving skills and interpersonal abilities. * Candidates are subject to background checks, including CORI Clearance and Fingerprinting. * Current authorization to work in the United States * Candidates must have such authorization by their first day of employment. Qualifications- Preferred: * A Master's Degree is preferred. * Experience working in an urban school district * SEI Endorsed preferred * 2 years of relevant experience * Experience with Restorative Justice and Positive Behavior Interventions and Supports * CPI experience * Ability to work independently, manage multiple tasks and priorities, and maintain a flexible schedule. * Proficiency in multiple languages, reflecting our diverse student population Work Environment & Physical Requirements: The majority of work is performed in a school or classroom environment, which usually has a moderate noise level. Regular attendance is necessary; absences should be rare and in alignment with district attendance and punctuality standards. Physical Requirements: While performing the duties of this job, the teacher is frequently required to kneel, stoop, bend, and crouch. The teacher is periodically required to stand while talking and listening. The teacher is occasionally required to sit, walk, lift, or carry.

League School for Autism is an award-winning, year-round program dedicated to the education of children on the Autism Spectrum. Our team approach to education creates a collaborative, supportive and open environment within our community. We are currently seeking a full-time BEHAVIOR TECHNICIAN for our program in Walpole . Hourly pay is $24.50 - $26.00 depending on experience and degree status. Position Requirements: Associate's degree preferred in related field and at least 1 year of experience with autistic population and behavior intervention required Safety Care, CPR and First Aid certifications (training provided if necessary) Valid Driver's License Must pass CORI background check. Supervision Received: Board Certified Behavior Analyst (BCBA) Duties and Responsibilities include the following: Performs in a professional manner at all times in all aspects of work. Staffs classrooms as needed, either in the role of assistant teacher or 1:1. Serves as a model for staff in Safety-Care techniques and treating challenging behavior. Demonstrates fluency in students' support plans of students within his/her assigned program. Trains school/residential staff in the implementation of students' individual behavior programs, as assigned by BCBA. Monitors, collects and records data regarding student behavior programs on a regular basis. Provides necessary behavior intervention for students throughout the school and in the community. Implements student behavior programs: positive reinforcement, breaks, time outs, etc., as appropriate for each individual student. Develops a therapeutic and effective relationship with students: tailors interventions to individuals, uses appropriate voice modulation, sets reasonable boundaries with communication and actions, etc. Completes daily paperwork for individual students in a timely manner: notes to parents, Incident Reports, Accident Reports, Restraint Reports, Behavior Summaries, etc., and facilitates all necessary notifications. Attends classroom meetings. Comes prepared, in a timely manner, to discuss issues and program development. Monitors students during the arrival and departure transitions to and from cabs, vans and buses. Participates in all League School trainings. Performs other related duties, as designated by the BCBA and/or the Assistant Director of Education which are deemed necessary for the operation of the school. Computer Skills: To perform this job successfully, an individual should have knowledge of Microsoft Word, Microsoft Excel, Google mail, and the Microsoft Office suite. Benefits: League School offers a substantial benefit package that includes 75% employer paid health and dental, short and long-term disability insurance, life insurance, tuition assistance of up to $5,000 per school year, 403(b) retirement plan with employer match, professional development opportunities, as well as paid sick and personal days in addition to school vacation weeks off. In addition, League assists individuals who are engaged in the licensure process to obtain their MA license not only through tuition assistance but also through mentoring and the DESE Structured Guidance and Supports process. League School also will work with staff to access available Public Service Loan Forgiveness options as well as other loan forgiveness options. Equal Opportunity Employer League School for Autism is committed to maintaining a work and learning environment that is free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by federal and state laws. Additionally, we prohibit retaliation against individuals who challenge such discrimination and harassment or who participate in an equal opportunity investigation. To apply, please go to: ************************************************************************************************************************ Id=19000101_000001&source=CC2&lang=en_US&selected MenuKey=CareerCenter

Under the supervision of the Elevate Behavior Analyst(s), the Behavior Therapist's primary duty is to teach new skills to clients in their therapeutic setting. Therapists provide instruction to clients through the implementation of the principles of Applied Behavior Analysis (ABA). The Therapist is responsible for helping clients and their family achieve the goals and objectives outlined in their Treatment Plan. Each Behavior Therapist will be trained to work with at least 3 clients. Under the supervision of the Practice Manager, completes required administrative responsibilities, documentation and training. Position is in Marlborough, MA at Crossroads School Hours for the position are: Monday - Friday: 2:30pm - 5:30pm General Responsibilities: Ensures the supervision and safety of assigned clients. Completes high-quality work with minimal errors. Follows and be familiar with the guidelines in the Crossroads Continuum Employee Handbook. Follows and is familiar with the guidelines in the Elevate Parent Handbook. Complies with HIPAA and FERPA guidelines. Completes the training program, including passing all training tests and observations. Reschedules and makes up any unfulfilled sessions within 30 days. Accepts performance feedback in a professional manner. Completes and passes CALM or Safety Care training Verifies appointments according to protocol. Performs other duties as requested by supervisor(s). Clinical Responsibilities: Provides one-to-one instruction for clients regarding program design. Implements instructional programs and behavior management procedures according to client specific management guidelines, behavior intervention plan, reinforcement system guidelines, and/or as directed by the supervisor. Provides parent/family training and feedback. Records program data, behavior data, and other daily data as specified in the program or as prescribed by case supervisor. Completes all required forms and end-of-session responsibilities in a timely manner. Provides generalization sessions across therapeutic environments as prescribed (e.g., in home, community outings, etc.) Communication: Follows lines of communication specified in the Organizational Chart. Shares relevant information with supervisor(s). Corresponds client and parent concerns immediately to the supervisor. Asks questions when something is unknown or unclear. Checks and responds to email daily. Attendance and Timeliness: Demonstrates punctuality and an appropriate attendance record. Promptly practice manager of any scheduling conflicts. Education, Requirements, and Necessary Skills: High School diploma or GED required. Bachelor's degree in education, Behavior Analysis, or related field preferred. Experience working with children with autism and related disabilities preferred. Knowledge and experience in Applied Behavior Analysis. Proficient oral and written communication skills. Ability to work independently. Proficient in computer skills including Microsoft Word, Excel, and Dropbox. Caring, compassionate, hardworking, and punctual. Ability to physically work with the client (may involve running, squatting, lifting, prompting, and physical management). A valid driver's license. Has access to reliable transportation and computer/device with internet. Must be able to pass CORI check.

Under the supervision of the Clinical Manager, the Elevate Lead Behavior Analyst (Lead Behavior Therapist) provides on-the-job training to Behavior Therapists, supports Procedural Integrity, assists BCBAs with clinical needs, and leads group activities. The LBT maintains a safe and organized clinical space, develops and delivers CALM and other staff trainings, and occasionally covers staff absences during shifts. General Responsibilities Ensures supervision and safety of all clients during assigned shifts. Completes high-quality work with minimal errors. Adheres to Crossroads Continuum Employee Handbook and Elevate Parent Handbook guidelines. Complies with HIPAA standards. Completes required training programs. Maintains active Registered Behavior Technician (RBT) credentials or higher. Performs additional duties as assigned. Supervisory Responsibilities Provides staff observations and evaluations. Develops and delivers CALM, onboarding, Behavioral Skills Training (BST), and annual refresher trainings. Plans, creates, and leads social skills groups and activities. Covers staff absences and short-term vacancies as needed. Conducts IOA and Procedural Integrity checks. Assists with onboarding new clients. Communicates upcoming events, activities, and announcements to staff. Documents and communicates performance feedback. Ensures Behavior Therapists meet documentation and program deadlines. Problem-solves immediate staffing and clinical issues during the shift. Shift Manager Responsibilities Monitors the center environment for safety, cleanliness, and preparedness. Serves as the point of contact and provides oversight to Behavior Therapists, Shift Managers, and BCBAs to ensure completion of administrative responsibilities during shifts. Ensures adherence to posted daily schedules and group activities. Coordinates arrival and dismissal transitions according to client transition plans. Clinical Responsibilities Provides immediate clinical support during transitions, behavioral incidents, or program challenges. Reports on protective movements, restraints, and time outs. Provides one-to-one and small group instruction, implements client programming and behavior management procedures, collects and records data, and completes required documentation and end-of-session responsibilities. Assists with creating and maintaining instructional materials. Assists with progress reports, treatment plans, and assessments.

Behavior Therapist (ABA) - Full-Time | Marlborough, MA Join a supportive, mission-driven team helping preschool-aged children with autism and developmental disabilities reach their fullest potential. As a Behavior Therapist (ABA), you'll work under the supervision of a Board-Certified Behavior Analyst (BCBA) to teach communication, social, and daily living skills through the principles of Applied Behavior Analysis (ABA). What You'll Do Provide direct ABA services in one-to-one or small-group settings to preschool-aged children. Implement individualized treatment and behavior support plans. Record data accurately to track client progress. Support families through feedback and training. Maintain a safe, positive, and engaging learning environment. Complete documentation and training requirements on time. Qualifications Education: High School diploma or GED required; Bachelor's degree in Education, Psychology, or related field preferred. Experience: 6+ months working with children or individuals with autism preferred. Skills: Compassionate, reliable, detail-oriented, and able to work independently. Requirements: Valid driver's license and reliable transportation Ability to lift, bend, run, or engage physically as needed during sessions Must pass CORI background check Why You'll Love Working Here Full-time schedule with consistent hours Paid training in Applied Behavior Analysis (ABA) Supportive supervision and career development opportunities Make a direct and meaningful impact every day Join our Discover team in Marlborough, MA - where every session helps a child grow, learn, and thrive. Apply today to start your career as a Behavior Therapist (ABA)!

Job Description Behavior Therapist (ABA) - Full-Time | Marlborough, MA Join a supportive, mission-driven team helping preschool-aged children with autism and developmental disabilities reach their fullest potential. As a Behavior Therapist (ABA), you'll work under the supervision of a Board-Certified Behavior Analyst (BCBA) to teach communication, social, and daily living skills through the principles of Applied Behavior Analysis (ABA). What You'll Do Provide direct ABA services in one-to-one or small-group settings to preschool-aged children. Implement individualized treatment and behavior support plans. Record data accurately to track client progress. Support families through feedback and training. Maintain a safe, positive, and engaging learning environment. Complete documentation and training requirements on time. Qualifications Education: High School diploma or GED required; Bachelor's degree in Education, Psychology, or related field preferred. Experience: 6+ months working with children or individuals with autism preferred. Skills: Compassionate, reliable, detail-oriented, and able to work independently. Requirements: Valid driver's license and reliable transportation Ability to lift, bend, run, or engage physically as needed during sessions Must pass CORI background check Why You'll Love Working Here Full-time schedule with consistent hours Paid training in Applied Behavior Analysis (ABA) Supportive supervision and career development opportunities Make a direct and meaningful impact every day Join our Discover team in Marlborough, MA - where every session helps a child grow, learn, and thrive. Apply today to start your career as a Behavior Therapist (ABA)!

Job Description Under the supervision of the Clinical Manager, the Elevate Lead Behavior Analyst (Lead Behavior Therapist) provides on-the-job training to Behavior Therapists, supports Procedural Integrity, assists BCBAs with clinical needs, and leads group activities. The LBT maintains a safe and organized clinical space, develops and delivers CALM and other staff trainings, and occasionally covers staff absences during shifts. General Responsibilities Ensures supervision and safety of all clients during assigned shifts. Completes high-quality work with minimal errors. Adheres to Crossroads Continuum Employee Handbook and Elevate Parent Handbook guidelines. Complies with HIPAA standards. Completes required training programs. Maintains active Registered Behavior Technician (RBT) credentials or higher. Performs additional duties as assigned. Supervisory Responsibilities Provides staff observations and evaluations. Develops and delivers CALM, onboarding, Behavioral Skills Training (BST), and annual refresher trainings. Plans, creates, and leads social skills groups and activities. Covers staff absences and short-term vacancies as needed. Conducts IOA and Procedural Integrity checks. Assists with onboarding new clients. Communicates upcoming events, activities, and announcements to staff. Documents and communicates performance feedback. Ensures Behavior Therapists meet documentation and program deadlines. Problem-solves immediate staffing and clinical issues during the shift. Shift Manager Responsibilities Monitors the center environment for safety, cleanliness, and preparedness. Serves as the point of contact and provides oversight to Behavior Therapists, Shift Managers, and BCBAs to ensure completion of administrative responsibilities during shifts. Ensures adherence to posted daily schedules and group activities. Coordinates arrival and dismissal transitions according to client transition plans. Clinical Responsibilities Provides immediate clinical support during transitions, behavioral incidents, or program challenges. Reports on protective movements, restraints, and time outs. Provides one-to-one and small group instruction, implements client programming and behavior management procedures, collects and records data, and completes required documentation and end-of-session responsibilities. Assists with creating and maintaining instructional materials. Assists with progress reports, treatment plans, and assessments.

Title: Program Based Behavior Technician Qualifications: * Bachelors Degree preferred * Demonstrated aptitude for work to be performed * Successful completion of a Criminal Record Check (C.O.R.I.), Sexual Offender Record Check (S.O.R.I) and fingerprints * Passion for working with children/students * Basic knowledge of child growth and development * Knowledge of basic learning strategies * Knowledge of basic behavioral strategies Evaluated by: Building Administration or Special Education Designee Job Goal: To assist professional staff in the delivery of core curriculum by using unique knowledge, skills or training to support whole class instruction, behavior management, social facilitation and/or to deliver specialized instruction individually or to a small group of identified students. This position is within the Skills program, serving students who have autism and social-communication disabilities. Work Year: In accordance with the Wellesley Teacher Association - Unit C Salary/Benefits: In accordance with the Wellesley Teacher Association - Unit C Performance Responsibilities: * Facilitate the integration of students requiring unique, specially designed to address increased independence in the classroom setting. * Use specific skills, knowledge and training to enhance instructional strategies provided to the student. * Collaborate and consult with teachers, specialists, special educators and building administration on the planning and implementation of instruction. * Accommodate instructional and assessment materials to meet the needs of individual students, as prescribed by IEPs under the direction of special education teacher(s). * Data collection and monitoring of individual student progress through prescribed systems under the direction of special education teachers, specialists and general education teachers. * Implement structures and standards for behavior on an individual, small group and whole class level. * Familiarity with WPS learning goals and curriculum under the direction of professional staff. * Assist with the specific student supports, either as individual or small group, with guidance from teaching staff in the implementation of IEP goals and benchmarks and related behavior plans. * Provide student support services in all environments of the school setting under guidance of special education department head, related service providers, academic and behavior interventionists, and building principal (classroom, recess, lunch, bus transition, arrival). * Support the academic program (reteaching, reinforcing, reviewing, assessing, scribing, note taking, data collection); and behavioral program (data collection, cuing, providing motor breaks, implement behavior plans). * Provide regular feedback to the special education department head on the progress and challenges experienced by assigned students in addressing their IEP goals. * Work in conjunction with special education teacher and/or classroom teacher to support learning experiences in the classroom, focusing first on the identified students with IEPs and then for the broader group of students. The goal is to be actively engaged in the learning environment, providing support for learners. * Assist in implementing the school wide goals for maintaining a safe environment. * Adapt to varying needs of students with special education services. * Perform other related tasks or duties at the discretion of the department head or designee and/or principal. * Participate in in-service training and meetings as well as training programs specific to the students being served. * Facilitate socialization among students. * Foster independence in students on IEPs by assisting them in the routines of school life. * As appropriate, provide coverage for special education staff and general classroom teachers so that they may participate in special education related activities. Essential Functions of the Job: Must possess the ability to: * Integrate into the classroom setting, working under the direction of the classroom teacher and/or special education department head to support student engagement. * Adapt and acquire new skills and knowledge and use them consistently to support student engagement with learning activities, social interactions, and the school day. * Maintain flexibility in day-to-day priorities set to reflect changing student needs * Work in multiple classrooms or environments during the school day. * Able to move with student from one school environment to another * Physical agility and strength, Safety Care Training for the de-escalation and physical restraint training * Full time

Title: Special Education Behavior Technician (K-12) Job Goal: To assist professional staff in a district Special Education Program (Therapeutic Learning Center [TLC], Skills, Integrated Specialized Services [ISS] and LAUNCH) with the delivery of core curriculum by using unique knowledge, skills or training to support whole class instruction, behavior management, social facilitation and/or to deliver specialized instruction individually or to a small group of identified students. Performance Responsibilities: * Assigned to a Specialized Program (Therapeutic Learning Center [TLC], Skills, Integrated Specialized Services [ISS] and LAUNCH), facilitate the integration of students requiring unique, specially designed instruction to address increased independence in the classroom setting. * Use specific skills, knowledge, and training to enhance instructional and behavioral strategies provided to the student. * Collaborate and consult with teachers, specialists, special educators, and building administration on the planning and implementation of instruction. * Modify instructional and assessment materials to meet the needs of individual students, as prescribed by the Individual Education Program (IEPs) under the direction of special education teacher(s). * Monitor individual student progress using data collection through prescribed systems under the direction of special education department head, special education staff, Board Certified Behavioral Analyst (BCBA) and related service providers, academic and behavior interventionists, and building principal. * Effectively implement structures and standards for behavior on an individual and in small groups in accordance with the individual behavior plans, as directed. * Assist with the specific student supports, either as an individual or small group, with guidance from teaching staff in the implementation of IEP goals and benchmarks and related behavior plans. * Provide student support services in all environments of the school setting (classroom, bathroom, recess, lunch, bus transition, arrival) under the guidance of the special education department head, special education and related service providers, academic and behavior interventionists, and building principal. * Support students in the community setting, including monitoring safety of students and facilitating vocational skills when appropriate. * Support the academic program (reteaching, reinforcing, reviewing, previewing, assessing, scribing, note taking, data collection); and behavioral program (data collection, cuing, providing motor breaks, implementing behavior plans) across settings. * Participate, with other professional staff, in the planning meetings for students in the program, as needed. * Provide regular feedback to the special education team members on the progress and challenges experienced by assigned students in addressing their IEP goals. * Adapt to the varying needs of students with special education services. * Perform Applied Behavioral Analysis (ABA) daily to meet student needs * Practice Registered Behavior Technician (RBT) skills acquired through certification. * Plan and facilitate socialization among students. * Foster independence in students on IEPs by assisting them in the routines of school life, inclusive but not limited to toileting, feeding, dressing etc. * Provide coverage for special education staff and general classroom teachers, as requested. * Maintain a record of regular attendance, arrive and depart at specified contractual times, and notify appropriate personnel when absent. * Complete district-approved de-escalation and safety training. * Support lifting, positioning, and transitioning students as needed. * Maintain flexibility in day-to-day priorities set to reflect changing student needs. * Work in multiple classrooms or environments during the school day. * Perform other related tasks or duties at the discretion of the department head or designee and/or principal. Qualifications: Bachelor's Degree preferred. Demonstrate aptitude for work to be performed. Successful completion of a Criminal Record Check (C.O.R.I.), Sexual Offender Record Check (S.O.R.I) and fingerprints. Passion for working with children/students with disabilities. High level of professionalism and the ability to maintain confidentiality as well as professional boundaries with families. Ability to take initiative, exercise sound judgment and make decisions within scope of their authority. A strong commitment to helping a wide variety of culturally diverse students achieve their full potential. Basic knowledge of child growth and development. Knowledge and at least one year of experience with program-specific needs; Applied Behavioral Analysis (ABA), Safety Care and preferred Registered Behavior Technician (RBT) certification. Evaluated by: Building Principal with input from the Special Education DepartmentHead Work Year: In accordance with the Wellesley Educators Association - Unit C collective bargaining agreement Salary/Benefits: In accordance with the Wellesley Educators Association - Unit C collective bargaining agreement Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations will be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to sit, talk, and/or hear. The employee is occasionally required to walk; use hands to finger, handle, or feel objects, tools, or controls; and reach with hands or arms, climb or balance and stoop.. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus. The employee is required to have the cognitive ability and focus to manage multiple detailed tasks at once with frequent interruptions. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations will be made to enable individuals with disabilities to perform the essential functions. Work is performed in an educational environment. Majority of the work is performed in a moderately noisy environment with frequent interruptions. Non-Discrimination Statement: Applicants for employment are considered without regard to age, physical, mental or psychiatric disability, genetics, race, religion, sex, sexual orientation, gender identity, marital status, national origin, or military status. School Committee Approval Date: April 2, 2024

Title: Special Education Behavior Technician (K-12) Job Goal: To assist professional staff in a district Special Education Program (Therapeutic Learning Center [TLC], Skills, Integrated Specialized Services [ISS] and LAUNCH) with the delivery of core curriculum by using unique knowledge, skills or training to support whole class instruction, behavior management, social facilitation and/or to deliver specialized instruction individually or to a small group of identified students. Performance Responsibilities: * Assigned to a Specialized Program (Therapeutic Learning Center [TLC], Skills, Integrated Specialized Services [ISS] and LAUNCH), facilitate the integration of students requiring unique, specially designed instruction to address increased independence in the classroom setting. * Use specific skills, knowledge, and training to enhance instructional and behavioral strategies provided to the student. * Collaborate and consult with teachers, specialists, special educators, and building administration on the planning and implementation of instruction. * Modify instructional and assessment materials to meet the needs of individual students, as prescribed by the Individual Education Program (IEPs) under the direction of special education teacher(s). * Monitor individual student progress using data collection through prescribed systems under the direction of special education department head, special education staff, Board Certified Behavioral Analyst (BCBA) and related service providers, academic and behavior interventionists, and building principal. * Effectively implement structures and standards for behavior on an individual and in small groups in accordance with the individual behavior plans, as directed. * Assist with the specific student supports, either as an individual or small group, with guidance from teaching staff in the implementation of IEP goals and benchmarks and related behavior plans. * Provide student support services in all environments of the school setting (classroom, bathroom, recess, lunch, bus transition, arrival) under the guidance of the special education department head, special education and related service providers, academic and behavior interventionists, and building principal. * Support students in the community setting, including monitoring safety of students and facilitating vocational skills when appropriate. * Support the academic program (reteaching, reinforcing, reviewing, previewing, assessing, scribing, note taking, data collection); and behavioral program (data collection, cuing, providing motor breaks, implementing behavior plans) across settings. * Participate, with other professional staff, in the planning meetings for students in the program, as needed. * Provide regular feedback to the special education team members on the progress and challenges experienced by assigned students in addressing their IEP goals. * Adapt to the varying needs of students with special education services. * Perform Applied Behavioral Analysis (ABA) daily to meet student needs * Practice Registered Behavior Technician (RBT) skills acquired through certification. * Plan and facilitate socialization among students. * Foster independence in students on IEPs by assisting them in the routines of school life, inclusive but not limited to toileting, feeding, dressing etc. * Provide coverage for special education staff and general classroom teachers, as requested. * Maintain a record of regular attendance, arrive and depart at specified contractual times, and notify appropriate personnel when absent. * Complete district-approved de-escalation and safety training. * Support lifting, positioning, and transitioning students as needed. * Maintain flexibility in day-to-day priorities set to reflect changing student needs. * Work in multiple classrooms or environments during the school day. * Perform other related tasks or duties at the discretion of the department head or designee and/or principal. Qualifications: Bachelor's Degree preferred. Demonstrate aptitude for work to be performed. Successful completion of a Criminal Record Check (C.O.R.I.), Sexual Offender Record Check (S.O.R.I) and fingerprints. Passion for working with children/students with disabilities. High level of professionalism and the ability to maintain confidentiality as well as professional boundaries with families. Ability to take initiative, exercise sound judgment and make decisions within scope of their authority. A strong commitment to helping a wide variety of culturally diverse students achieve their full potential. Basic knowledge of child growth and development. Knowledge and at least one year of experience with program-specific needs; Applied Behavioral Analysis (ABA), Safety Care and preferred Registered Behavior Technician (RBT) certification. Evaluated by: Building Principal with input from the Special Education DepartmentHead Work Year: In accordance with the Wellesley Educators Association - Unit C collective bargaining agreement Salary/Benefits: In accordance with the Wellesley Educators Association - Unit C collective bargaining agreement Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations will be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to sit, talk, and/or hear. The employee is occasionally required to walk; use hands to finger, handle, or feel objects, tools, or controls; and reach with hands or arms, climb or balance and stoop.. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus. The employee is required to have the cognitive ability and focus to manage multiple detailed tasks at once with frequent interruptions. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations will be made to enable individuals with disabilities to perform the essential functions. Work is performed in an educational environment. Majority of the work is performed in a moderately noisy environment with frequent interruptions. Non-Discrimination Statement: Applicants for employment are considered without regard to age, physical, mental or psychiatric disability, genetics, race, religion, sex, sexual orientation, gender identity, marital status, national origin, or military status. School Committee Approval Date: April 2, 2024

Title: Program Based Behavior Technician- Long Term Substitute (approx. dates: 1/28/2026-5/29/2026) Qualifications: Bachelors Degree preferred Demonstrated aptitude for work to be performed Successful completion of a Criminal Record Check (C.O.R.I.), Sexual Offender Record Check (S.O.R.I) and fingerprints Passion for working with children/students Basic knowledge of child growth and development Knowledge of basic learning strategies Knowledge of basic behavioral strategies Evaluated by: Building Administration or Special Education Designee Job Goal: To assist professional staff in the delivery of core curriculum by using unique knowledge, skills or training to support whole class instruction, behavior management, social facilitation and/or to deliver specialized instruction individually or to a small group of identified students. This position is within the Therapeutic Learning Center program, serving students who have emotional disabilities, and will fill a position running from approximately 1/28/2026-5/29/2026. Work Year: In accordance with the Wellesley Teacher Association - Unit C Salary/Benefits: In accordance with the Wellesley Teacher Association - Unit C Performance Responsibilities: Facilitate the integration of students requiring unique, specially designed to address increased independence in the classroom setting. Use specific skills, knowledge and training to enhance instructional strategies provided to the student. Collaborate and consult with teachers, specialists, special educators and building administration on the planning and implementation of instruction. Accommodate instructional and assessment materials to meet the needs of individual students, as prescribed by IEPs under the direction of special education teacher(s). Data collection and monitoring of individual student progress through prescribed systems under the direction of special education teachers, specialists and general education teachers. Implement structures and standards for behavior on an individual, small group and whole class level. Familiarity with WPS learning goals and curriculum under the direction of professional staff. Assist with the specific student supports, either as individual or small group, with guidance from teaching staff in the implementation of IEP goals and benchmarks and related behavior plans. Provide student support services in all environments of the school setting under guidance of special education department head, related service providers, academic and behavior interventionists, and building principal (classroom, recess, lunch, bus transition, arrival). Support the academic program (reteaching, reinforcing, reviewing, assessing, scribing, note taking, data collection); and behavioral program (data collection, cuing, providing motor breaks, implement behavior plans). Provide regular feedback to the special education department head on the progress and challenges experienced by assigned students in addressing their IEP goals. Work in conjunction with special education teacher and/or classroom teacher to support learning experiences in the classroom, focusing first on the identified students with IEPs and then for the broader group of students. The goal is to be actively engaged in the learning environment, providing support for learners. Assist in implementing the school wide goals for maintaining a safe environment. Adapt to varying needs of students with special education services. Perform other related tasks or duties at the discretion of the department head or designee and/or principal. Participate in in-service training and meetings as well as training programs specific to the students being served. Facilitate socialization among students. Foster independence in students on IEPs by assisting them in the routines of school life. As appropriate, provide coverage for special education staff and general classroom teachers so that they may participate in special education related activities. Essential Functions of the Job: Must possess the ability to: Integrate into the classroom setting, working under the direction of the classroom teacher and/or special education department head to support student engagement. Adapt and acquire new skills and knowledge and use them consistently to support student engagement with learning activities, social interactions, and the school day. Maintain flexibility in day-to-day priorities set to reflect changing student needs Work in multiple classrooms or environments during the school day. Able to move with student from one school environment to another Physical agility and strength, Safety Care Training for the de-escalation and physical restraint training Full time

Behavior Technician Substitute * Various grade levels available, preK thorugh 12th grade * Please indicate grade level interest in cover letter Salary: $90.00 per day Organizational Relationship or Line of Authority: Works under Principal and/or his/her designee and is directed by designated special education staff to support students in special education and Director of Student Services for overall functions Qualifications: * 1-2 years of supervised experience using ABA methodologies, preferably in a public school setting, with students with Autism Spectrum Disorder or related disabilities preferred * Minimum of an Associate's degree or 2 years of college is preferred. Alternatively, significant experience directly related to the position combined with education will be considered. A Bachelor's degree is preferred. Degree in the field of education or psychology is a plus. * Bilingual (Spanish or Portuguese) is a Plus Performance Responsibilities: * Provide a highly structured approach that relies on behavioral principles * Run programs that specify pre-determined skills including: academic, communication, motor, social, adaptive daily living skills (including: toileting (may require lifting), grooming, dressing and eating) using a systematic prompting sequence * Collect data and record progress of skill acquisition * Graph all programs daily to track progress * Assist students in generalizing learned skills within the general education settings * Implement play plans and facilitate social interactions at unstructured times (recess, lunch, specials, etc.) * Collect student work as directed by special education teacher * Gather/create/organize materials for educational programs, behavior charts, reinforcement systems, etc. as requested by special educator * Work with students who may exhibit behaviors such as: aggression, property destruction, self-injury, non-compliance, disruption, inattention to task, social deficits, non-verbal communication skills and safety concerns * Implement specific behavior protocol (including data collection and graphing as needed) * Maintain current crisis prevention certification (e.g.,Safety-Care) and implement physical restraints and escorts as needed * Consult with special educator, general educator and behavior specialist * Complete daily home communication log * Responsible for other general duties as indicated by the Principal, directives of the Superintendent of Schools or his/her designee, and policies of the Marlborough School Committee An Equal Opportunity Employer It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, sexual orientation, gender identity, age or disability in its education programs, services, activities, or employment practices.

Under the supervision of the Elevate Behavior Analyst(s), the Behavior Therapist's primary duty is to teach new skills to clients in their therapeutic setting. Therapists provide instruction to clients through the implementation of the principles of Applied Behavior Analysis (ABA). The Therapist is responsible for helping clients and their family achieve the goals and objectives outlined in their Treatment Plan. Each Behavior Therapist will be trained to work with at least 3 clients. Under the supervision of the Practice Manager, completes required administrative responsibilities, documentation and training. General Responsibilities: Ensures the supervision and safety of assigned clients. Completes high-quality work with minimal errors. Follows and be familiar with the guidelines in the Crossroads Continuum Employee Handbook. Follows and is familiar with the guidelines in the Elevate Parent Handbook. Complies with HIPAA and FERPA guidelines. Completes the training program, including passing all training tests and observations. Reschedules and makes up any unfulfilled sessions within 30 days. Accepts performance feedback in a professional manner. Completes and passes CALM or Safety Care training Verifies appointments according to protocol. Performs other duties as requested by supervisor(s). Clinical Responsibilities: Provides one-to-one instruction for clients regarding program design. Implements instructional programs and behavior management procedures according to client specific management guidelines, behavior intervention plan, reinforcement system guidelines, and/or as directed by the supervisor. Provides parent/family training and feedback. Records program data, behavior data, and other daily data as specified in the program or as prescribed by case supervisor. Completes all required forms and end-of-session responsibilities in a timely manner. Provides generalization sessions across therapeutic environments as prescribed (e.g., in home, community outings, etc.) Communication: Follows lines of communication specified in the Organizational Chart. Shares relevant information with supervisor(s). Corresponds client and parent concerns immediately to the supervisor. Asks questions when something is unknown or unclear. Checks and responds to email daily. Attendance and Timeliness: Demonstrates punctuality and an appropriate attendance record. Promptly practice manager of any scheduling conflicts. Education, Requirements, and Necessary Skills: High School diploma or GED required. Bachelor's degree in education, Behavior Analysis, or related field preferred. Experience working with children with autism and related disabilities preferred. Knowledge and experience in Applied Behavior Analysis. Proficient oral and written communication skills. Ability to work independently. Proficient in computer skills including Microsoft Word, Excel, and Dropbox. Caring, compassionate, hardworking, and punctual. Ability to physically work with the client (may involve running, squatting, lifting, prompting, and physical management). A valid driver's license. Has access to reliable transportation and computer/device with internet. Must be able to pass CORI check.