ABA Assistant/Behavior Paraprofessional/ Behavior Tech

MISSION

Bridge Boston Charter School is an inclusive and joyful community that combines a dynamic academic and social-emotional learning program with an innovative full-service model in order to meet the needs of the whole child and ensure our Scholars can achieve their greatest potential in high school and beyond.

VISION

In collaboration with our families and community partners, we shape curious, creative, and resilient 21st-century Scholars who are equipped to make a bold difference in our world.

OVERVIEW

Bridge Boston Charter School is a tuition-free, K1-8 public school serving 335 students in Roxbury, Massachusetts, and the surrounding community– many of whom have experienced social, emotional, and developmental barriers to learning. Bridge Boston’s robust social-emotional program is designed with an eye to supporting students who have experienced trauma in their homes and communities.

CORE VALUES

Joy: We try to bring a positive energy to everything we do and create opportunities to celebrate our individual and collective success.

Achievement: We strive for excellence and hold each other and ourselves accountable to the highest of standards.

Generosity: We look for opportunities to help one another and lift up other members of our community.

Unity: We are one team and resolve our differences respectfully so we can move forward as a united front.

Acceptance: We strive to create an inclusive and welcoming community where everyone feels known and valued.

Resilience: We confront challenges and adversity head-on and never, ever give up.

Bridge Boston also has a Foundation Board that is a 501c non-profit for fundraising to support the school.

Learn more about Bridge Boston here.

THE POSITION

Reporting to the Academic & Behavior Specialist-Special Educator, the ABA assistant will be dedicated to meeting the needs of students diagnosed (primarily) with an Autism Spectrum Disorder/Emotional and Behavioral Disabilities, Communication, functional academics, social and behavioral development and self-help skills are a main focus as well as academics.

Specifically, they will be responsible for:

• Work with a diverse staff and student body from Boston and surrounding cities
• Sustain a school-wide culture of respect and actively use the school’s behavior system
• Provide one-on-one or small group support, supervision, and tutoring in an inclusion classroom and out of the classroom as required for children on the Autism Spectrum Disorder/Emotional and Behavioral Disabilities
• Assist General Education classroom teachers and Special Education department in developing behavior goals, plans, and positive behavior strategies;
• Collect and accurately record behavioral, social, academic, and other data as required per student's specific goals and programming
• Use instructional materials and provides individualized and small group instruction in order to adapt the curriculum to the needs of each pupil
• Assist students with physical or social disabilities with activities of daily living for the purpose of maximizing their ability to participate in school or learning activities
• Implement positive behavior support plans and collects data on student progress
• Assist students in non-instructional areas, such as supervising the student lunch programs, bus duty, playground duty, corridor, and other related non-instructional area
• Work closely and collaboratively with related service providers, program consultants and general education teachers in order to provide students with a comprehensive educational program
• Support with family communication, classroom coverage, and school community responsibilities
• Attend conferences and IEP meetings
• Other duties relevant to the role as requested by the Senior Director of Academic Support and DCI-Special Education

QUALIFICATIONS

• Bachelor’s degree preferred
• Prior experience working with students with Autism Spectrum Disorder/Emotional and Behavioral Disabilities
• Training and/or applicable experience in Applied Behavior Analysis (ABA) prefered.
• Certification as a Registered Behavior Technician (RBT) strongly preferred
• Two or more years work experience with early childhood or elementary students with disabilities, preferably in a school setting
• Licensed by the Massachusetts Department of Elementary & Secondary Education in a related field, while not required, considered a plus
• Demonstrated cultural competence and sensitivity; belief in the value of diversity
• Clear willingness to make and learn from mistakes

COMPENSATION

Competitive and commensurate with experience.

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