Inclusion Specialist - BCBA

Inclusion Specialist- BCBA 

About APR

Academy of the Pacific Rim Charter Public School (APR) is a tuition-free, public charter school offering a rigorous, college preparatory program in Grades 5-12 to 540 students from Boston. For 25 years, APR has empowered diverse learners (90% students of color; 11% English Learners; 25% on IEPs) of all racial and ethnic backgrounds to achieve their full intellectual and social potential through high-quality academic and enrichment programs to promote college and career exploration, cultural immersion, and community service. Our supportive and inclusive community actively counters patterns of inequity through dynamic learning partnerships between staff, students, and families. This work is grounded in the vision that all students graduate with a focused mind and a big heart, having the critical thinking, mastery of academic and social skills and a deep sense of self and others to joyfully pursue post-secondary education, careers, and civic life based on their passions and interests. Our 570+ alumni have a six-year college graduation rate of 70% - double the national average of their demographic peers. 

About the Position

The Inclusion Specialist- BCBA will, in collaboration with school-based leadership teams and the Managing Director of Student Support,  provide behavioral support and analysis for students, with a particular focus on students with disabilities or social-emotional needs. The role involves assessing, developing, and implementing individualized behavior intervention plans (BIPs), collaborating with and modeling for school staff, and working directly with students to foster positive behavioral outcomes. The BCBA will work closely with teachers, paraprofessionals, families, and outside service providers to ensure a consistent and supportive approach to behavior management across all settings. 

Behavioral Assessment and Intervention:

• Conduct Functional Behavioral Assessments (FBAs) to identify the causes and functions of student behaviors.
• Develop, implement, and monitor individualized Behavior Intervention Plans (BIPs) in collaboration with the educational team.
• Continuously collect and analyze data on student behavior to assess the effectiveness of interventions and make data-driven adjustments.
• Coach paraprofessionals on the delivery of behavioral interventions and ABA Services, as applicable. 

Consultation and Collaboration:

• Provide guidance, training, and support to teachers, paraprofessionals, and other staff on implementing behavior strategies and interventions. Specifically, model lessons and inclusive practices for adult learning
• Collaborate with Special Education teams, administrators, and families to ensure comprehensive support for students.
• Participate in Individualized Education Plan (IEP) meetings to provide input on behavioral goals and accommodations.

Student and Staff Training:

• Deliver professional development sessions and on-the-job training for school staff on behavior management techniques, de-escalation strategies, and trauma-informed practices.
• Build the capacity of all teachers to lead students to academic and social gains in an inclusive setting 
• Work directly with students to teach self-regulation, social skills, and coping mechanisms.
• Facilitate and coach a team of paraprofessionals. 

Documentation and Compliance:

• Maintain accurate, up-to-date records for all students receiving behavioral support.
• Prepare detailed reports on student progress, behavior data, and intervention outcomes.
• Ensure compliance with local, state, and federal regulations concerning special education and behavioral services.

Crisis Intervention and Support:

• Provide crisis intervention and de-escalation support as needed.
• Lead and support the creation of crisis plans for students with high behavioral needs.
• Collaborate with outside agencies, as necessary, to support the needs of students and families.

Competitive Applicants Will: 

• Be certified in Massachusetts as a Board Certified Behavioral Analyst (required);
• A minimum of two years experience in a charter or district school setting serving a similar demographic strongly preferred,
• Have an unwavering commitment to APR’s mission of student success in college and beyond
• Desire to see all students succeed.
• Have a track record of academic success in urban settings,
• Be excited about regularly receiving feedback and have a growth mindset for staff and themselves,
• Embody excellent interpersonal and communication skills in a fast-paced working environment

APR is committed to a diverse workplace and to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex, sexual orientation, or any other category protected by law (“protected class status”). 

*External and internal applicants, as well as position incumbents who become disabled as defined under the Americans with Disabilities Act must be able to perform the essential job functions (as listed) either unaided or with the assistance of a reasonable accommodation to be determined by management on a case by case basis.

For more information, please visit our website at www.pacrim.org