Board Certified Behavior Analyst (BCBA)

Position Type: Non-Certified: Support Aides/ Student Support Specialist Date Posted: 6/10/2026 Location: City Wide Date Available: 26 - 27 SY Closing Date: UNTIL FILLED Position Title BOARD CERTIFIED BEHAVIOR ANALYST Department CITY WIDE Reports To DIRECTOR OF SPECIAL SERVICES OR DESIGNEE Position Summary The BCBA is a districtwide position. The BCBA provides on‑going support to special education staff, general education teachers, administrators, students, and families in the provision of educational services and behavioral supports in the Least Restrictive Environment (LRE). Essential Duties & Responsibilities Provide direct consult to BOE staff, students, and families to support student growth and development across all domains. Design, develop and support the implementation of instructional/support plans for students. Maintain appropriate records related to assigned caseload. Provide coaching and professional development to staff. Participate in Planning and Placement Team meetings and provide input for the development of the Individualized Education Program (IEP). Participate in referral and/or re‑evaluation process. Facilitate completion of FBA's and BIP's. Consult with specialists/providers out of district. Assist in developing and providing parent training. All other duties as assigned by the Director of Special Services. Qualification Requirements Graduate level certification as Board Certified Behavior Analyst (BCBA). Expertise in the field and knowledge of Autism Spectrum Disorders (ASD). Experience in data collection, analysis and program development. Experience in the completion of Functional Behavioral Analysis (FBA) and the development of behavior intervention plans (BIP). Experience evaluating student functioning across multiple domains including: Academic Social Language Daily living Behavior Experience providing training to staff and parents/guardians. Experience working in public schools preferred. Valid Connecticut certification in education a plus. Skills and Abilities Language Skills Ability to read, analyze, and interpret periodicals, professional journals, technical procedures and governmental regulations. Ability to write memos, reports, and correspondence. Ability to effectively present information and respond to questions from groups of administrators, staff, parents, and the general public. Mathematical Skills Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs. Ability to calculate figures and amounts such as discount's interest, commissions, proportions, percentages, area, circumference and volume. Ability to apply concepts of basic algebra and geometry. Computer Skills Basic knowledge and experience with standard hardware and software applications. Ability to use computer for E‑mail, word processing, accounting, databases and presentations. Reasoning Ability Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Other Skills and Abilities Ability to apply knowledge of current research and teaching competencies to instructional program. Ability to plan and implement lessons based on school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers, and parents. Skill in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies and the code of professional responsibility for teachers. Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Implementation of sustained emergency physical behavior management may be needed occasionally [PMT]. While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee may occasionally push or lift up to fifty (50) pounds, such as boxes of books and AV/VCR carts. The employee is directly responsible for safety, well‑being or work output of other people. Specific vision abilities required by this job include close vision, such as to read handwritten or typed material and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors. Date of Service 2026-2027 Contracted School Year #J-18808-Ljbffr