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For over 60 years, Abilities First, Inc. has been empowering individuals with developmental disabilities to live their most vibrant, independent lives. From early education to adulthood, our wide range of services including preschool and school programs, day and residential habilitation, community connections, and employment services are designed to uplift every individual’s unique strengths and dreams.

We believe in the power of people of every background, identity, and ability to create change and build a more inclusive world. Abilities First is proud to be an equal opportunity employer and is welcoming and supportive of people of varying abilities, races, ethnicities, religions, socio-economic status, gender and gender identities. At Abilities First, you’ll join a mission-driven team that values collaboration, celebrates individuality, and is dedicated to meaningful work. If you're ready to turn your passion into purpose, we’d love to welcome you aboard.

Abilities First is seeking a Behavior Support Supervisor in our Myers Corner Education Center Preschool program. This position is responsible for providing direct and indirect behavior analysis and behavioral programming services to the students in their designated school programs.

Develops, implements, and monitors behavior plan and guidelines of assigned students and overall school. This is management position responsible for direct oversight of the school's behavior support team.

Schedule: Monday – Friday, 1st shift; 40 hours per week, 52 weeks per year.

Salary Range: $64,285.39 - $65,285.39

Responsibilities include:

• Assist the coordinator of behavioral services with management of the behavior support team and overall design of a school wide behavior management system including positive behavior interventions.
• Provide evidence based behavioral intervention strategies to classroom staff, therapists, and families that support individual student needs.
• Provide professional development presentations for staff and families during monthly trainings opportunities or Superintendent Conference sessions.
• Collect and analyze student behavior incidents, occurrences, ABC data sheets, and risk data daily and present monthly trends and patterns.
• Complete Functional Behavior Analysis reports when requested to create high quality Behavior Intervention plans in collaborations with classroom staff and families.
• Train classroom staff and clinicians on internal data tracking methods that are in alignment with behavior intervention plan implementation, monitoring, and or revision.
• Attend CSE meetings and provide recommendations for students who have or need behavior intervention plans or no longer need BIPs in the form of an amendment via quarterly progress notes and annual review reports as requested.
• Respond to behavior support calls from classroom staff and clinicians in a timely fashion to serve as a support.
• Serve as the PBIS subcommittee chair to help integrate positive behavior interventions and supports (PBIS) structures and strategies from the larger PBIS committee across all schools.
• Supervise the behavior team staff by providing feedback, modeling, goal setting, and writing an annual performance evaluation for each team member.
• Conduct classroom and therapy session observations with the school principal and provide feedback to classroom staff during biweekly behavior
• Submit paperwork on time to meet IEP mandated and school wide deadlines.
• Attends and participates in school and agency meeting including preparation of the committee reports to discuss behavior incidents and protocols that are in accordance with agency policies.
• Adhere to agency Code of Legal and Ethical Behavior, which require all employees, consultants, board members, volunteers and affiliates to perform their responsibilities according to ethical and legal standards with honesty, integrity, fairness, good faith and respect for others and the law.
• Follows all agency policy and procedures and demonstrates continuous regard to personal safety and the safety of others.
• Performs other appropriate job-related activities as requested by your supervisor or as circumstances warrant.
• Will incorporate CORE concepts of CQL’s person-centered excellence by respecting people’s concerns and responding accordingly and will use “teachable moments” to assist people in understanding and exercising their rights.

Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential responsibilities and functions of the job.Unless reasonable accommodations can be made, in order to perform the essential functions of this job, an individual shall be required to:

1. Have the ability to lift up to 50 lbs., bend, squat, bend the knees, pivot and grasp with both hands (in order to properly and safely perform the techniques taught in CPR/First Aid, behavior intervention techniques, and lifting and carrying techniques).
2. Lift individuals by using appropriate techniques, including but not limited to usage of tools to assist, such as the Hoyer Lift.
3. Assist individuals in ambulation by providing physical assistance, including use of a gait belt or other equipment where necessary.
4. Have the ability to stand and walk for extended periods of time.
5. Have the ability to push, pull, and maneuver individuals in wheelchairs.
6. Possess verbal and written communication skills, in English, to ensure adequate regulatory documentation.

This is a full-time position eligible for these benefits:

• Vacation, sick, personal, and holiday time off
• Health, Dental, and Vision Insurance options
• 403(b) plan with employer contribution
• Employer paid life insurance
• Tuition Reimbursement
• Increased earning potential with online training through College of Direct Support
• On Demand Payment – access your earnings as early as the next day
• Discounts with Verizon, AT&T, Royal Carting, etc.
• And More!

• Master's Degree in Psychology, School Psychology or School Counseling, ABA, Education, Social Work, Sociology.
• Current BCBA certification preferred, or the ability to achieve certification within a six-month period.
• Must have strong behavioral analysis skills and at least two (2) years of experience working with students with developmental disabilities.
• Must have a current NYS driver’s license, free of moving violations; deemed acceptable by our insurance carrier.