Behavioral Specialist / BCBA ~ 2026-2027

Behavioral Specialist / BCBA ~ 2026-2027 JobID: 841 Position Type: Student Support Services / Social Worker Date Posted: 2/6/2026 Location: LaGrange, IL Date Available: August 2026 Summary: Arrange for and/or provide a full range of social-emotional consultation services, direct services, and community support services benefitting LADSE students and their families. The Behavior Specialist supports school-based teams by conducting assessments, facilitating clear communication, providing academic intervention, linking students and family members to community services, offering professional development on evidence-based practices, and implementing effective social-emotional interventions. Specific job titles include Family Services Facilitator, Behavior Interventionist, Team Teacher, and Consultant. Reports To: Program Coordinator/Administrator Qualifications: Multiple professional qualifications are appropriate for this position. Board Certified Behavior Analyst (BCBA) Certification ( A valid Illinois driver's license with access to a reliable, insured vehicle in order to drive between service provision locations in member districts. Ability to participate in therapeutic restraint when warranted because a student is in crisis. Experience working in this or a similar assignment. Preferred knowledge and skills include: Thorough understanding of how neurological, mental health, and other conditions might impact student performance at school, at home, and in the community. Expertise with using a wide variety of evidence-based assessments and interventions necessary for addressing the academic, social-emotional and mental health needs of students. Experience consulting with others about students' needs and with participating as a member of student-focused, collaborative problem-solving teams. Evidence of commitment to delivering effective, family-centered and community-based services (e.g., wraparound) and to reporting the impact on student performance. Physical The job requires physical exertion (e.g., lifting, carrying materials or supplies, driving, clerical tasks while sitting or standing, and mobility) with the possibility of occasional moderate exertion (e.g., lifting more than 15 lbs.; assisting students or staff during instruction or therapy). In addition, it will sometimes be necessary to use approved physical restraint procedures in order to maintain a safe environment for learning. Independent transportation is required because LADSE staff frequently work in multiple locations within the LADSE community. Evaluation Standard practice is to conduct evaluations annually for the first four years, bi-annually thereafter. Evaluations are conducted by the applicable program coordinator or designee. Contract Length of contract, salary, and benefits are established by the Collective Bargaining Agreement and/or the LADSE Directing Board. Status Exempt Essential Functions (Duties & Responsibilities) General Adhere to professional, ethical, and legal standards for the practice of the discipline in the schools, as dictated by relevant organizations (e.g., CEC, IDFPR, NASP, APA, NASW, IASSW, ISBE, other). Implement practices consistent with the Danielson Framework for Teaching. Implement LADSE's policies and procedures. See Employee Handbook - General Duties, Responsibilities, and Competencies. Drive own car, or otherwise provide for transportation between assignment locations. Domain 1: Planning and Preparation Apply knowledge of instructional, assessment, and social-emotional theory to educational practice (1a). Apply knowledge of typical and atypical child and adolescent development to educational practice (1b). Suggest appropriate learning goals for each student based on the results of individual and group assessments (1c). Contribute to writing effective Individualized Educational Plans and/or behavior support plans (1c). Match evidence-based practices and school resources to documented student needs (1d). Identify existing social, community, and clinical resources and procedures for linking students/families to providers of medical health, mental health, social-emotional, academic, and family support services (1d). Initiate and participate in team planning meetings, resulting in intervention plans (1e). Provide technical assistance designed to facilitate greater success for students with disabilities in the least restrictive environment (1e). Monitor and report student progress, adjusting plan and implementation for maximum impact (1f). Domain 2: Family Systems and Cultural Diversity Apply knowledge of family systems and cultural diversity to forming/sustaining positive relationships (2a). Model respectful, non-judgmental, and effective communication with team members and students (2a). Create a climate of problem solving where team interactions reflect mutual respect and dignity (2a). Maintain effective therapeutic relationships with students in a variety of educational environments (2b). Provide clear expectations, directions, and procedures for organizing student work (2c). Communicate high expectations for all learners in the least restrictive environment (2c). Visit families in non-school environments, fostering healthy interpersonal interactions (2c). Teach clear expectations for student behavior in classroom, home, or community settings (2d). Facilitate student self-monitoring and self-reflection among students (2d). Support classroom and/or school wide behavior plans, recommending necessary adjustments (2d). Coordinate and assist in the use of crisis intervention procedures when necessary for student safety (2d). Use and teach antecedent and environmental strategies for facilitating student participation (2d). Make necessary recommendations to ensure safe, non-distracting, learning environments (2e). Domain 3: Delivery of Service/Instruction Selects and conducts therapeutic assessments necessary to identify student/family needs and serve as a basis for drafting effective treatment or IEPs (3a). Provide clear, concise, and effective feedback to students, family members, and team members (3a). Use questioning and discussion techniques necessary to foster student independence and growth (3b). Implement an extensive range of treatment or consultative techniques, resulting in high levels of student, family, and team engagement in decision making and problem-solving activities (3c). Make recommendations to educators, family members, and community service providers that facilitate the successful participation of increasingly diverse students in a common educational setting (2). Work with local communities to create and/or sustain community support services necessary for LADSE students and the families (3d). Assist families with securing necessary funding and/or adequate access to community services (3d). Facilitate problem solving necessary to improve academic/social performance based on data acquired through diagnostic, formative, authentic, and summative assessments (3d). Write clear and concise reports ensuring family and team member understanding of student data and the implications of those data for future instruction (3d). Lead and/or participate in meetings held for the purpose of planning, evaluating, coordinating, or modifying interventions and instructional programs for students (3e). Implement, support, or coordinate plan implementation, facilitating maximum integrity/outcomes (3e). Domain 4: Professional Responsibilities Complete duties assigned by program coordinator or administrator in a timely manner (4a). Complete, maintain, and submit appropriate administrative reports and correspondence, personal notes and/or interoffice communications in a timely manner (4b). Attend meetings, maintain regular contacts with significant individuals and provide regular feedback to school administrators, parents, teachers, and service providers (4e). Participate in professional development, not limited to workshops, conferences, and independent reading that are aligned with LADSE goals (4e). Maintain ongoing communication with families (4e). #J-18808-Ljbffr The LaGrange Area Department of Special Education