The Community Group
Board Certified Behavior Analyst (SY 2025-2026)
The Community Group, Oklahoma City, Oklahoma, United States
Overview
The primary role of the BCBA is to support the development, implementation, and refinement of programmatic and individual social and behavioral supports, using strategies based on principles of applied behavior analysis (ABA). The BCBA will function in a consultative role to increase the capacity of all team members to provide least restrictive, behaviorally-based supports to students, and to provide professional development and direct training to staff throughout each school day. Services may include: functional behavioral assessment, behavior plan development, development of individualized skill-building curricula, staff and parent training, and consultation to all team members in the school setting. Responsibilities
Adheres to all ethical guidelines, as outlined by the BACB, and to state and district-designated special education processes and procedures. Create & implement staff training and development around ABA principles and related school-based topics during building-based and district-wide professional development opportunities, as directed by the Director of Special Education and the building Head of School. Conduct assessments including, but not limited to: Functional Behavioral Assessment/Analysis (FBA/FA), adaptive assessments (e.g., Vineland, ABAS-3), social/language/skills-based assessments (e.g., ABLLS-R, VB-MAPP, AFLS); complete home visits and other related assessments to analyze measurable information and inform team recommendations and action planning toward meeting IEP goals and objectives. Collaborate with educational teams to create Behavior Intervention Plans (BIPs) and other behaviorally based student support interventions feasible for implementation across educational settings. Create and implement structured program/individual staff training on therapeutic design/implementation of BIPs and other strategies to ensure high fidelity, progress monitoring, and student success. Model ABA intervention strategies and data collection techniques for direct service providers, classroom teachers, paraprofessionals, and other school-based stakeholders. Monitor data on a scheduled basis, identify change timelines, share action steps with staff, and provide real-time feedback following observations. Assist and support teams with crisis/safety situations, using least aversive procedures, under the guidance of building administration regarding action planning. Provide staff consultation on assessment and implementation of social skills instruction. Facilitate action- and solution-based team consultation meetings with classroom teachers, related service providers, paraprofessional staff, as needed by IEP team members and other stakeholders. Attend required IEP meetings when the role is assigned to IEP or an evaluation has been requested/completed; attend additional meetings with IEP teams, families, and/or community stakeholders as needed. Fulfill all written IEP responsibilities, including student strengths, evaluation summaries, accommodations, methodologies, and service delivery grids; provide consultation on social/behavioral goals/objectives. Provide consultation to families and community stakeholders as requested. Schedule and document provision of services to students as outlined in individual IEPs. Assist in maintaining and updating internal and external shared resources (e.g., internal G-drive resources). Serve as a member of Student Support Teams (SST) as requested by the building Head of School and/or Director of Special Education. Performs other duties as requested within the scope of the job description. Additional Duties
Experience with students who have developmental disorders, autism spectrum disorders, or emotional/behavioral disorders. Experience with students exhibiting behavioral challenges including self-injury and aggression. Familiarity with curriculum development and ability to modify curriculum to align with Massachusetts Curriculum Frameworks and Assessment System. Familiarity with various therapies and ability to work with diverse treatment perspectives. Ability to handle multiple, varying, and complex issues. Excellent oral and written communication skills. Computer experience. Conduct FBA, write ABA programming, and assess performance via continuous data collection. Provide ongoing review and refinement of ABA programming to meet student IEP goals. Train staff in implementation of programming and oversee home programming. Provide guidance to development of district programs. Manage behavioral crisis situations: modeling interventions, staff training, crisis plan and behavior support plan development, and team and family follow-up. Work effectively with team members, professional and community contacts, school staff, and parents. Maintain consistent, reliable, and punctual attendance as essential for supervision and instruction of students. Responsible for implementing other job-related duties as needed. Qualifications
Board Certified Behavior Analyst (BCBA) and state-licensed behavior analyst (LABA) preferred. Experience writing IEP goals and objectives. Experience with staff training. Working knowledge of the Massachusetts Curriculum Frameworks. Effective communication skills with families and community stakeholders. Experience working in an urban setting preferred. At least 2-4 years of relevant experience preferred. Bilingual preferred (English/Spanish). Master’s degree preferred. Teaching license preferred but not required. Physical Requirements
Must be physically able to respond to students who are physically unsafe and use physical restraints as part of a de-escalation process. Must be able to respond to students who have bolted from the building. Must be able to maintain a safe learning environment, including moving furniture during crisis situations. Must be able to travel between multiple school locations. Equal Employment Opportunity
Community Day Charter Public School participates in E-Verify to determine work-eligibility status of prospective employees. The Community Group (TCG) is affiliated with the school and is committed to Equal Employment Opportunity and to attracting, retaining, developing, and promoting qualified employees irrespective of race, gender, color, religion, sexual orientation, national origin, age, disability, citizenship status, veteran status, or other characteristics prohibited by law. We are dedicated to providing a work environment free from discrimination and harassment and where employees are treated with respect and dignity.
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The primary role of the BCBA is to support the development, implementation, and refinement of programmatic and individual social and behavioral supports, using strategies based on principles of applied behavior analysis (ABA). The BCBA will function in a consultative role to increase the capacity of all team members to provide least restrictive, behaviorally-based supports to students, and to provide professional development and direct training to staff throughout each school day. Services may include: functional behavioral assessment, behavior plan development, development of individualized skill-building curricula, staff and parent training, and consultation to all team members in the school setting. Responsibilities
Adheres to all ethical guidelines, as outlined by the BACB, and to state and district-designated special education processes and procedures. Create & implement staff training and development around ABA principles and related school-based topics during building-based and district-wide professional development opportunities, as directed by the Director of Special Education and the building Head of School. Conduct assessments including, but not limited to: Functional Behavioral Assessment/Analysis (FBA/FA), adaptive assessments (e.g., Vineland, ABAS-3), social/language/skills-based assessments (e.g., ABLLS-R, VB-MAPP, AFLS); complete home visits and other related assessments to analyze measurable information and inform team recommendations and action planning toward meeting IEP goals and objectives. Collaborate with educational teams to create Behavior Intervention Plans (BIPs) and other behaviorally based student support interventions feasible for implementation across educational settings. Create and implement structured program/individual staff training on therapeutic design/implementation of BIPs and other strategies to ensure high fidelity, progress monitoring, and student success. Model ABA intervention strategies and data collection techniques for direct service providers, classroom teachers, paraprofessionals, and other school-based stakeholders. Monitor data on a scheduled basis, identify change timelines, share action steps with staff, and provide real-time feedback following observations. Assist and support teams with crisis/safety situations, using least aversive procedures, under the guidance of building administration regarding action planning. Provide staff consultation on assessment and implementation of social skills instruction. Facilitate action- and solution-based team consultation meetings with classroom teachers, related service providers, paraprofessional staff, as needed by IEP team members and other stakeholders. Attend required IEP meetings when the role is assigned to IEP or an evaluation has been requested/completed; attend additional meetings with IEP teams, families, and/or community stakeholders as needed. Fulfill all written IEP responsibilities, including student strengths, evaluation summaries, accommodations, methodologies, and service delivery grids; provide consultation on social/behavioral goals/objectives. Provide consultation to families and community stakeholders as requested. Schedule and document provision of services to students as outlined in individual IEPs. Assist in maintaining and updating internal and external shared resources (e.g., internal G-drive resources). Serve as a member of Student Support Teams (SST) as requested by the building Head of School and/or Director of Special Education. Performs other duties as requested within the scope of the job description. Additional Duties
Experience with students who have developmental disorders, autism spectrum disorders, or emotional/behavioral disorders. Experience with students exhibiting behavioral challenges including self-injury and aggression. Familiarity with curriculum development and ability to modify curriculum to align with Massachusetts Curriculum Frameworks and Assessment System. Familiarity with various therapies and ability to work with diverse treatment perspectives. Ability to handle multiple, varying, and complex issues. Excellent oral and written communication skills. Computer experience. Conduct FBA, write ABA programming, and assess performance via continuous data collection. Provide ongoing review and refinement of ABA programming to meet student IEP goals. Train staff in implementation of programming and oversee home programming. Provide guidance to development of district programs. Manage behavioral crisis situations: modeling interventions, staff training, crisis plan and behavior support plan development, and team and family follow-up. Work effectively with team members, professional and community contacts, school staff, and parents. Maintain consistent, reliable, and punctual attendance as essential for supervision and instruction of students. Responsible for implementing other job-related duties as needed. Qualifications
Board Certified Behavior Analyst (BCBA) and state-licensed behavior analyst (LABA) preferred. Experience writing IEP goals and objectives. Experience with staff training. Working knowledge of the Massachusetts Curriculum Frameworks. Effective communication skills with families and community stakeholders. Experience working in an urban setting preferred. At least 2-4 years of relevant experience preferred. Bilingual preferred (English/Spanish). Master’s degree preferred. Teaching license preferred but not required. Physical Requirements
Must be physically able to respond to students who are physically unsafe and use physical restraints as part of a de-escalation process. Must be able to respond to students who have bolted from the building. Must be able to maintain a safe learning environment, including moving furniture during crisis situations. Must be able to travel between multiple school locations. Equal Employment Opportunity
Community Day Charter Public School participates in E-Verify to determine work-eligibility status of prospective employees. The Community Group (TCG) is affiliated with the school and is committed to Equal Employment Opportunity and to attracting, retaining, developing, and promoting qualified employees irrespective of race, gender, color, religion, sexual orientation, national origin, age, disability, citizenship status, veteran status, or other characteristics prohibited by law. We are dedicated to providing a work environment free from discrimination and harassment and where employees are treated with respect and dignity.
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