Board Certified Behavior Analyst

26-27 Board Certified Behavior Analyst (BCBA) Jefferson City School District District Wide - Jefferson City, Missouri Job ID: 5579672 Application Deadline: Posted until filled Posted: Mar 10, 2026 5:00 AM (UTC) Starting Date: Jul 23, 2026 Job Description POSITION TITLE: Board Certified Behavior Analyst (BCBA) FLSA Status: Exempt REPORTS TO: Special Programs Coordinator The Jefferson City Public Schools is currently seeking qualified applicants for the position of a Board Certified Behavior Analyst (BCBA) to aid in serving the district’s 9,000 students who attend 11 elementary schools, 2 middle schools, 2 high schools, 1 alternative school, 1 pre‑school and a variety of alternative educational offerings and services. Provides leadership and direction at the building level, working to design, implement, and support a comprehensive behavior support program. Provide comprehensive behavior analysis services for students in schools. Provide high quality services in the areas of functional behavioral assessment, positive behavior support plan development, verbal behavior assessment, consultation and staff training. Essential Functions Plan and oversee the development and implementation of programs, policies, and best practices related to instruction using the principles of Applied Behavior Analysis (ABA). Create and assist district staff with the development and implementation of behavior plans, ABA programs and other appropriate programs for students that present behavior/learning challenges. Work with students who exhibit inappropriate behaviors and provide support and professional learning for staff who work with students who exhibit such. Provide professional learning and conduct functional assessments of behavior for students with complex and/or severe behaviors in accordance with both Federal and State laws and regulations. Develop positive behavior support plans utilizing evidence-based interventions. Present behavioral assessment results to parents and school teams. Train staff on positive behavior support plans and instructional programs and monitor fidelity. Assist staff in: defining and measuring behavior; understanding principles of reinforcement; teaching new behavior; implementing strategies for weakening behavior; and identifying antecedents. Facilitate team meetings with the identified student’s teachers and parents for the purpose of completing a Functional Behavioral Assessment. Facilitate team meetings that: design Behavior Intervention Plans; address classroom organizations, effective instruction, social skills instruction, and ethical issues; School‑wide Positive Behavioral Support; and factors that affect effectiveness including social validity and treatment integrity. Work with individual teachers, groups of teachers and/or the entire staff on issues such as: crisis intervention, learning and collaboration issues, and factors that can affect development and implementation of interventions. Promote highly specialized positive behavior interventions in which “at‑risk” students thrive: behavior instruction that is explicit, intensive, accelerated and provides ample practice. Model good assessment processes that assist students in assessing their own work and behavior. Work cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms. Engage in on‑going professional development to increase knowledge and skills of positive student behavior support for all students, targeted students and students who represent sub‑group populations. Participate and work as a collaborative member of the school district’s Teacher Support Team providing professional guidance on intervention strategies for referred students. Attend professional development opportunities to maintain high level of skill and knowledge of current research and practices. Serve as a consultant to administrators, teachers, social workers, counselors, and parents. Participate in proactive team efforts to achieve District, building, departmental and/or grade level goals. Collect, analyze, graph data and prepare reports for the purpose of documenting case history, assessments, and treatment. Provide ongoing monitoring of student data and make programming adjustments as needed. Create individualized goals for programs based off developmental and non‑developmental skills and behavior assessments (VB‑MAPP, Assessment of Functional Living Skills, Peak, etc). Compliance with FERPA, and all federal and state confidentiality laws. Other Functions Extensive knowledge of ABA. Expert knowledge of function‑based intervention planning for developing behavior change strategies that focuses on reducing problem behavior and increasing more appropriate behavior. Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function‑based interventions, and Behavior Intervention Plans (BIP). Exceptional knowledge in the use of assessment and assessment data to inform instruction and prescribe work plans for individual students. Expert knowledge in research‑based instructional strategies and ability to implement them effectively. Demonstrate ability to plan and evaluate strategies for improving instruction. Demonstrates exceptional skill in the roles of a teacher leader: collaborator, action researcher, reflective practitioner, and learner advocate. Effective written and verbal communication skills. Extensive knowledge of data analysis. Ability to work collaboratively with a team atmosphere. Experience working with students with autism, emotional/behavioral disorders, and/or intellectual disabilities. Job Requirements (Minimum Qualifications) Knowledge, Skills and Ability KNOWLEDGE is required to review and interpret highly technical information, written technical materials and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge‑based competencies required to satisfactorily perform the functions of the job include: concepts of effective curriculum design and implementation; student testing methodologies; statistical analysis; pertinent codes, policies, regulations and/or laws; concepts of grammar and punctuation; and business etiquette. SKILLS are required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill‑based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments, operating standard office equipment; using pertinent software applications; and preparing and maintaining accurate records. ABILITY is required to schedule a significant number of activities, meetings and/or events; routinely gather, collate and/or classify data; and use job‑related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing a variety of complex processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize a variety of types of job‑related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate to significant. Specific ability‑based competencies required to satisfactorily perform the functions of the job include: developing and maintaining positive relationships; setting high expectations for self and others; setting and monitoring progress toward goals; utilizing and offering effective feedback to continuously improve; collaborating and communicating effectively with internal and external stakeholders; applying critical thinking/problem solving to improve work processes; adapting to changing work priorities; communicating with diverse groups and individuals; meeting deadlines and schedules; setting priorities; working as part of a team; and working with detailed information/data. Responsibility Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit to achieve organizational objectives; utilization of significant resources from other work units is routinely required to perform the job’s functions. There is a continual opportunity to significantly impact the organization’s services. Miscellaneous Requirements Background clearance, the results of which must be satisfactory to the District, required. Work Environment & Physical Requirements The usual and customary methods of performing the job’s functions require the following physical demands: some lifting, carrying, pushing and/or pulling. Contact Information Human Resources 315 E Dunklin Street Jefferson City MO 65101 View phone number on click.appcast.io EQUAL OPPORTUNITY EMPLOYER NOTICE OF NONDISCRIMINATION Applicants for admission or employment, students, parents of elementary and secondary school students, employees, sources of referral and applicants for employment, and all professional organizations that have entered into agreements with the district are hereby notified that the district does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. Position Type: Full‑Time Job Requirements At least 3 year(s) of relevant experience preferred. Master degree preferred. #J-18808-Ljbffr