1.0 Districtwide BCBA needed for the Milford Public Schools for the 2026-2027 school year. This position is available immediately.

Person will provide behavioral consultations to school based teams, support self-contained programs, conduct FBAs, develop BIPs, track data, revise strategies, model and train staff on interventions.

BCBA certification required.

Interested applicants must apply online through this posting in order to be considered for the position.

No phone calls please.

Summary/Goal of position: The primary function of the Board Certified Behavior Analyst (BCBA) is to plan, develop and monitor a variety of behavioral support service delivery options to meet the needs of students diagnosed with Autism Spectrum Disorders and/or behavioral and social/emotional/communication challenges in the least restrictive environment. The BCBA also consults with and teaches instructional team members regarding pro-active, educational, programming, and behavioral supports; develops and implements comprehensive treatment plans; collaborates with team members, related services providers, families and other agencies as appropriate.

Reports to: Director and Instructional Supervisors of Pupil Personnel Services

Essential Tasks of the Position:

Utilize appropriate assessment instruments and data to develop and implement teaching programs that reflect behavioral and other outcomes and objectives relevant to the student’s needs.
Design, develop and implement, with appropriate district approvals, management and/or behavioral interventions.
Participate in behavior teams providing support and management for the implementation of behavior plans.
Assist and provide direct instruction and modeling for teachers and other staff in the implementation of behavioral interventions.
Provide coaching and professional development to staff on behavior interventions and supports, and support teams in identifying instructional focus for replacement behaviors.
Participate in Planning and Placement Team meetings on an as-needed basis.
Confer with regular classroom teachers, along with special education teachers/pupil services staff regarding students with behavioral challenges and assist them in working effectively and sensitively with their students in order to strengthen academic and behavioral progress.
Participate in the referral and/or re-evaluation process for selected students as appropriate.
Provide consultation to Autism, ASD, and SED program teams, which includes parents. This may require direct instruction, modeling behavior plan, and observing team members implementing plan and providing feedback.
Work cooperatively with special education administrators, school psychologists, social workers and special education teachers in developing and utilizing FBA/BIP procedures and paperwork.
Assist with developing and providing staff training and preparation for working effectively with students with a diagnosis of autism or autism spectrum disorder as well as those students with other behavioral disorders.
Promote positive public relations, facilitate collaboration, and advocate for the establishment and maintenance of comprehensive services.
Assist teachers with classroom strategies for individual and group management, as appropriate.
Carry out other responsibilities as designated by the Director and/or Supervisor of Pupil Personnel Services.

Organization:

Receives and processes referrals with administrative approval.
Works with school teams to coordinate FBA and BIP processes.
Refers to PPT those students whose difficulties appear to significantly interfere with learning and school performance.
Understands and facilitates compliance with all laws, procedures and requirements related to supporting students with behavioral difficulties.
Maintain appropriate records, including regularly updated documentation of all case and consultation. Provide weekly updates of documentation to PPS and building administration
Assist with maintaining student data and prepare pertinent reports requested by the Director and/or Supervisor of Pupil Personnel Services.
Participates in the development of transition plans for students who are changing placement.

Professional:

Implements Board of Education and school policies and rules governing student life and conduct
Promotes and upholds the goals and objectives of the BOard of Education and Milford Public Schools
Demonstrates an understanding of current research and potential applications of educational technology in learning
Keeps abreast of and implements innovative methods and materials to address student’s needs
Takes necessary and reasonable precautions to protect students, equipment, materials and facilities.
Understands, models and teaches legal and ethical practices of Behavior Analyst Certification Board.
Upholds the ethics of the teaching profession (Connecticut Code of Professional Responsibility for Teachers).
Participates in school or district committees for the operation and improvement of schools/district
Cooperates with colleagues, administrators and other staff members
Demonstrates an ongoing interest in educational concerns and professional learning.
Maintains confidentiality regarding personal student and family information.
Promotes the educational program to the community.
Maintains high standards for personal attendance and punctuality so that student achievement is maximized.
Performs other appropriate responsibilities as assigned by PPS administration.

Qualifications: To perform this job successfully, an individual must be able to perform each essential job function satisfactorily. The qualifications listed below are representative of the minimum knowledge, skill and ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Knowledge, Skills, and abilities:

Strong communication skills to work with a diverse team
Proficient computer skills for report writing and graphing data.
Ability to problem-solve and assist in decision-making, including during emergencies or when a supervisor is not on site.
Maintain current status regarding assigned core competencies and other required certification acquisition within established schedule and timelines.
Work productively to develop relationships with individuals, families, and natural supports.
Proven creative abilities, strong organizational and time management skills.
Excellent oral, written and interpersonal skills and good customer service skills.
Valid driver’s license, reliable transportation.
Maintain a high level of organization for file maintenance, daily, weekly, and monthly record keeping.
Aptitude, emotional maturity and stability necessary for working with various types of children, families, and professional staff.
Knowledge of Positive Behavior Intervention and Supports.

Education and Experience

Certified by the Behavior Analyst Certification Board as a BCBA.
A Bachelor’s degree from an accredited college. Valid Ct Teaching Certification preferred but not required for BCBA. Experience working in public schools preferred.
Certified in Physical Management Training or be willing to be trained. Be willing to become a certified PMT trainer.

A minimum of three years of recent experience working with individuals with autism or behavioral disorders and their families.
Knowledge of early childhood and autism assessment tools and procedures, and thorough knowledge of child development. Experience developing positive behavior support plans and programs. Experience teaching social interaction and play skills.
Knowledge of current methods and techniques of applied behavior analysis and discrete trial training; ability to communicate effectively verbally and in writing with students, parents and professionals; competence in analyzing assessment results, designing appropriate individual treatment plans and behavioral programs, and monitoring progress.
Must be able to work effectively as a team member, demonstrate flexibility and desire to learn new skills and improve professional qualifications and abilities.
Background check and screening for Tuberculosis required.

Physical demands:The physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of the job and are not meant to be all inclusive. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential responsibilities and functions of the job.

Sedentary to medium strength needed to exert force up to 50 pounds.
Walking, sitting, standing for extended periods of time.
Occasional climbing, crawling, frequent stooping, bending at the waist, kneling, crouching

and reaching.

Ability to restrain students who become physically aggressive.
Hazards may include exposure to communicable diseases and contact with blood and
other body fluids and exposure to physical injury from aggressive behavior.
Mobility to work in a typical school setting.
Stamina to remain seated and maintain concentration in person and over the phone.
Vision including frequent near acuity, occasional far acuity, and able to read printed

materials, screens and other monitoring devices.

Requires the individual to meet multiple demands from several people and to effectively and appropriately interact with the public, students and staff.