Behavior and Engagement Specialist (Special Education)

SUMMARY The Behavior and Engagement Specialist provides expert leadership across Marquette and Alger counties in the assessment, development, and evaluation of behavior intervention plans (BIPs) while delivering job‑embedded professional development and instructional coaching. This role is designed to build educator capacity and promote student success through coaching cycles and model the integration of evidence‑based behavioral interventions into students’ educational programs. MINIMUM QUALIFICATIONS Current Board Certification as a Behavior Analyst (BCBA) through Behavior Analyst Certification Board (BACB) Valid Michigan Teaching Certificate with a K‑12 Special Education endorsement Demonstrated experience conducting functional behavior assessments (FBAs) and developing behavior intervention plans (BIPs) using principles of Applied Behavior Analysis (ABA) Knowledge of evidence‑based behavioral intervention strategies and positive behavior support practices Experience working collaboratively with interdisciplinary teams Strong oral and written communication Proficiency with data collection, data analysis, and progress monitoring related to behavioral goals PREFERRED QUALIFICATIONS Master’s Degree in Special Education, Psychology, Applied Behavior Analysis (ABA), or a closely related field Minimum of three (3) years’ experience providing behavior analytic services within educational settings Experience supporting students with autism spectrum disorder, emotional impairments, and other complex needs Familiarity with educational programming and compliance for students with disabilities under IDEA Experience providing professional development and/or coaching to adult learners on positive behavior management strategies Knowledge of local school districts in Marquette and Alger counties Experience with crisis prevention and intervention strategies ESSENTIAL DUTIES AND RESPONSIBILITIES Conduct functional behavioral assessments (FBAs) and other behavioral evaluations to inform instructional practices and behavioral interventions Develop individualized, evidence‑based Behavioral Intervention Plans (BIPs) that support students’ educational and developmental needs Provide direct services as appropriate, including behavior reduction interventions and skill development programs Train, coach, and mentor teachers, paraprofessionals, and other school staff in the implementation of behavior strategies and interventions grounded in ABA principles Support fidelity of implementation for behavior plans, instructional methodologies, and data collection procedures Participate in IEP meetings and collaborate with educational teams in the development of student goals related to behavior and social‑emotional functioning Analyze behavior data to monitor student progress, adjust interventions, and guide decision‑making Collaborate with families and community partners to support generalization of skills across settings Maintain accurate records and documentation consistent with legal, ethical, and organizational requirements Provide professional development to district and RESA staff in areas of behavior management, de‑escalation techniques, and positive behavior supports Serve as a consultant to local districts and programs regarding behavior support planning, crisis prevention, and system‑wide interventions Provide oversight and ongoing training to Marquette‑Alger RESA Registered Behavior Technicians (RBTs) at the local school district level Maintain confidentiality and adhere to ethical guidelines set forth by the BACB and the Agency Attend required meetings, professional learning activities, and maintain confidentiality regarding student, staff, and district information Perform other duties as assigned SPECIAL CONDITIONS Must keep the affairs of Marquette‑Alger RESA and LEAs confidential at all times Must exercise discretion, professionalism, and sound judgement in all interventions with local districts, staff, students, and families Ability to work independently and manage multiple cases/projects effectively Must maintain current BCBA certification in good standing and fulfill all continuing education requirements Must maintain current certification in Handle With Care and Ukeru behavior management procedures and strategies Proficiency in technology tools for communication, data management, and reporting (e.g., Google Suite and Microsoft Office) Position requires a valid driver’s license and routine travel to local school districts in Marquette and Alger counties; requires occasional travel to other areas of the State PHYSICAL DEMANDS AND WORK ENVIRONMENT Must be able to frequently lift and/or move up to 10 pounds and occasionally lift, move, or restrain up to 50 pounds Requires the regular ability to sit, stand, walk, talk, and hear; frequently requires bending, stooping, kneeling, crouching, reaching with hands and arms, and sitting on the floor to interact with students or model interventions Must possess the physical capability, agility, and stamina to safely implement approved crisis intervention and physical de‑escalation protocols (Handle With Care, Ukeru) when a student poses an imminent safety risk to themselves or others Specific vision abilities required include close vision, distance vision, depth perception, and the ability to adjust focus; requires fine motor skills proficiency for extensive computer data entry and behavior tracking Work is primarily performed across multiple environments, including general education classrooms, special education self‑contained classrooms, and administrative offices within local school districts The environment can vary from quiet office spaces to highly active, unpredictable classroom settings; the role requires a high degree of mental coping flexibility to adapt to rapidly changing situations This role will routinely work with students exhibiting severe, intense behavior disruptions, which may include verbal aggression, physical aggression, property destruction, and self‑injurious behavior Regular, multi‑site travel across Marquette‑Alger counties is required; there will be exposure to seasonal weather and driving conditions TERMS OF EMPLOYMENT Full‑time position; must have regular and reliable job attendance, performance, and the physical ability to do the job. REPORTS TO Executive Director of Special Education COMPENSATION & BENEFITS According to Marquette‑Alger RESA MEA Collective Bargaining Agreement. EEO STATEMENT Marquette‑Alger RESA does not discriminate on the basis of race, color, national origin, ethnicity, religion, sex, age, height, weight, familial status, marital status, military service, veteran status, genetic information, disability, or any other legally protected basis, and prohibits unlawful discrimination, including harassment and retaliation, in any education program or activity that it operates, including in admission and employment. Marquette‑Alger RESA’s Non‑discrimination, Anti‑Harassment, and Non‑Retaliation Policy, as well as the grievance procedure for reporting concerns or complaints, are available at maresa.org/about‑us/notice‑of‑nondiscrimination/. #J-18808-Ljbffr