Board-Certified Behavior Analyst (BCBA)

Job Summary The Board Certified Behavior Analyst (BCBA) acts as a classroom‑based consultant, supporting educators in understanding and managing student behavior. The BCBA provides consultation through two primary models: Single Student Services and Classroom Coaching. Responsibilities Conduct Functional Behavioral Assessments (FBAs) to identify underlying causes of student behavior and develop individualized Behavioral Intervention Plans (BIPs). Collaborate with educators, school teams, and families to ensure consistent, faithful implementation of behavior intervention plans aligned with the student’s behavior function. Coach and provide guidance to school teams on best practices for implementing behavior interventions across settings, ensuring continuity and consistency. Supervise and mentor Registered Behavior Technicians (RBTs) when qualified, offering support and feedback on intervention strategies and ensuring effective implementation. Train school staff and parents on behavior management techniques and strategies to promote consistency across educational and home environments. Analyze student data to track progress, assess effectiveness of interventions, and adjust plans as needed to meet behavioral goals. Participate in team meetings and IEP meetings, providing updates on student progress and collaborating on strategies to address individual needs. Work closely with IEP teams to integrate behavioral goals into students’ Individualized Education Plans, aligning them with academic objectives. Stay informed about current research and emerging trends in behavior analysis to ensure the use of evidence‑based practices and continue professional development. Provide district professional development aligned with the district’s strategic plan, focusing on evidence‑based practices in behavior. Maintain reliable attendance and complete additional duties as assigned. Education and Experience Board Certification: Current BCBA certification from the Behavior Analyst Certification Board (BACB). Education: A master’s degree in Applied Behavior Analysis, Psychology, Special Education, or a closely related field. Experience: Minimum of two years of experience as a BCBA is preferred. Proficient in conducting FBAs and developing BIPs. Experience working with diverse student populations, including those with behavioral challenges or developmental disabilities. When qualified, experience supervising and mentoring RBTs. Knowledge & Skills: Strong understanding of behavior analysis principles and their application in educational settings. Expertise in data collection, analysis, and progress monitoring to assess intervention effectiveness. Familiarity with IEP development and collaboration with educational teams. Ability to train and mentor staff, parents, and educators on behavior management strategies. Communication Skills: Excellent verbal and written communication skills, with the ability to present complex behavioral concepts clearly. Problem‑Solving: Strong critical‑thinking and problem‑solving skills to develop and adjust behavioral interventions based on data. Commitment to Professional Development: Ongoing learning through workshops, conferences, and staying current with research. Licensure: Ability to meet state‑specific licensure or credentialing requirements, as applicable. Additional Certifications (Preferred): Experience with ASD or emotional/behavioral disorders is highly desirable. Language Skills Read, analyze, and interpret technical documents, assessment data, professional journals, and regulations. Strong writing skills to communicate effectively with students, colleagues, parents, and staff through reports and written correspondence. Proficient in presenting information orally and responding to questions from administrators and teachers. Assist students in developing language and literacy skills. Mathematical Skills Perform basic mathematical functions: addition, subtraction, multiplication, division, percentages, decimals, and fractions. Assist students in understanding and applying these mathematical concepts. Reasoning Ability Strong problem‑solving skills to address complex situations. Interpret and act on a variety of instructions presented in written, oral, diagram, or schedule format. Required Dispositions Belief that all children can achieve high levels of learning. Accountable for both student learning and personal professional performance. Skilled in creating effective and impactful educational experiences for all students. Applies principles of continuous improvement using quality tools and processes. Collaborative and effective member of the school team. Embraces challenges of contemporary education. Demonstrates strong interpersonal skills and a track record of success. Works with integrity and professionalism in all aspects of the role. Other Skills and Abilities Apply current research to support the district’s strategic plan. Establish and maintain positive, effective working relationships with students, staff, and the broader community. Communicate clearly and concisely in both written and oral formats. Perform duties with awareness of district requirements and Board of Education policies. Physical Demands Frequent standing, walking, and using hands and fingers to handle tools or controls. Regular squatting, stooping, kneeling, and reaching above the head or forward (up to 36 inches). Frequent lifting/moving up to 50 pounds and occasionally up to 20 feet. Occasional pushing/pulling of items such as tables and carts. Specific vision abilities: close vision, color vision, and ability to adjust focus when supervising students and working with computers and assessment data. Work Environment Noise level generally quiet, but occasional work in varying classroom settings requiring flexibility in handling noise levels. Professional working hours typically 7:30 a.m. to 4:00 p.m., with occasional extended hours based on specific job demands. Frequent work in various classroom areas, including desks, floors, and standing positions; may supervise indoor and outdoor activities. Most work performed indoors, but may need to work outdoors or supervise students outside the classroom. Equal Opportunity Statement The Cedar Rapids Community School District is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability. #J-18808-Ljbffr Cedar Rapids Community School District