Board Certified Behavior Analyst

Board Certified Behavior Analyst (BCBA)

Terms of employment: Full-time, 187 days (depending on start date). Salary is based on education and experience and will be prorated per our Certified Salary Schedule not to exceed letter I ($50,500 - $80,566). The District provides a comprehensive benefits program including medical, life, and dental insurance, with full premium coverage for two medical plans and majority coverage for an optional buy‑up plan; it also pays the employee premium for dental and life insurance, contributes to PERA, offers retirement savings options, and provides paid time off. Worker’s compensation and unemployment insurance are provided in accordance with State law.

Position Purpose

The BCBA has the trained knowledge and skills to consult with staff and families for students who present challenging behaviors within an educational environment. The BCBA collaborates and coaches staff members, builds capacity in staff and families, observes and analyzes behavior through Functional Behavior Assessments (FBA), builds effective evidence‑based Behavior Protocols and Behavior Intervention Plans, and provides staff development for building administration, regular educators, special educators and other interventionists to effectively address challenging behaviors of students enrolled within the District.

Essential Performance Responsibilities

Co‑Teaching

• Observe students and the learning environment.
• Assist IEP Teams in developing FBAs and BIPs to support LRE for students so that they receive their special education services in a Weld RE‑5J‑managed school to the extent possible.
• Provide training, support and coaching in implementing behavior protocols with embedded progress monitoring for identified students.
• Model implementation of the behavioral interventions/strategies.
• Provide resources and training to parents to effect change for their students so as to align the behavior protocols between home and school.
• Provide instruction to students in a center‑based classroom setting who have been identified with behavioral and cognitive deficits.
• Work collaboratively with the co‑teacher(s) in the center‑based programs to support student needs, including:
  • Direct services with students
  • Providing direction, training, and instruction to paraprofessionals
  • Keeping progress monitoring data
  • Collaborating and completing the necessary paperwork identified for the individual meeting

Collaboration/Assessments/District Support

• Collaborate with administrators, mental health staff and special education staff to provide training to building staff (certified and classified) on research‑based and strength‑based approaches for addressing challenging student behaviors within the center‑based programs.
• Provide coaching, training, and professional development opportunities as identified by the team, and/or directed by the Director of Special Education or designee.
• Collaborate regarding the practices and programming of center‑based programs to ensure a cohesive district continuum of behavioral supports throughout the district.
• Assist IEP Teams in developing FBAs and BIPs to support LRE for students so that they receive their special education services in a Weld RE‑5J‑managed school to the extent possible.

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

Additional Duties

Performs other related tasks as assigned by the Executive Director of Student Services and other central office administrators as designated by the Superintendent. The above description is illustrative of tasks and responsibilities; it is not meant to be all inclusive of every task or responsibility.

Confidential Information

• Staff members shall not access, receive, transmit or retransmit material regarding students, parents/guardians or district employees that is protected by confidentiality laws.
• If material is not legally protected but is of a confidential or sensitive nature, great care shall be taken to ensure that only those with a “need to know” are allowed access to the material.
• Staff members shall handle all employee, student, and district records in accordance with applicable district policies.
• Staff members who intentionally disclose student records, other confidential student information, and/or district information may be subject to disciplinary action, up to and including termination.

Equipment

Uses standard office equipment (software) such as computers, printer, copy and fax machines, and telephone.

Travel Requirements

Travels to school district buildings and professional meetings as required.

Knowledge, Skills and Abilities

• General knowledge of differentiated instruction based upon student learning styles.
• Knowledge of data information systems, data analysis and the formulation of action plans.
• Knowledge of applicable federal and state laws regarding education and students.
• Ability to use computer network systems and software applications as needed.
• Ability to organize and coordinate work.
• Ability to communicate effectively with students and parents.
• Ability to engage in self‑evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

Education and Training

Required: Master’s degree in a social sciences or educational field with specific training focused on behavioral therapy or similar.

• Required: Dual licensed or ability to obtain a Special Education Generalist Endorsement and CDE License.
• Required: Must have, or the ability to obtain, a Board Certified Behavior Analyst (BCBA) license. If to be obtained, it must be obtained within 6 months of the hire date.
• Preferred: The ability to obtain an educational license from the Colorado Department of Education.

Experience and Other Qualifications

• Required: Minimum of four (4) years’ experience working with individuals who have behavioral and/or emotional needs, preferably with students.
• Required: The ability to demonstrate high‑level analytical skills related to data analysis, organizational skills, and strong oral and written communication of complex assessment and behavioral data to various audiences, including building administrators, school staff, parents, and community members.
• Required: The ability to manage confidentiality in all aspects of job, manage multiple priorities, manage multiple tasks with frequent interruptions, and the ability to diffuse and manage volatile and stressful situations.

FLSA Status

Exempt