Board Certified Behavior Analyst (BCBA)

Position: Board Certified Behavior Analyst (BCBA) Building: District Daily Time: 7:30 AM- 3:00PM Effective Date: August 1, 2026 Reports to: Director of Student Services /Building Principal/Designee Workdays: 195 JOB DESCRIPTION Guided by local needs and the Ohio Operating Standards for the Education of Children with Disabilities, the Board Certified Behavior Analyst will supervise, develop and evaluate the Functional Behavior Analysis and Behavior Intervention Plans geared to meeting the specific individual education needs of students with disabilities and learning differences. Essential Functions: Overseeing the implementation of district, school-wide, classroom, and student behavioral and social emotional supports. Designing specific interventions to address social-emotional and behavioral needs of students. Conducting functional behavioral assessments leading to development of behavior intervention plans. Consulting and collaborating with staff members working with service specific special education programs to ensure behavior and social-emotional supports are embedded within programs to meet the specific needs of students. Observing students and classes, collecting and analyzing data for determining student needs, writing applicable reports, goals, and monitoring progress on goals or effectiveness of behavior intervention plans. Consulting with teachers, administrators, and other professional staff on assessment results. Assisting in developing appropriate learning objectives for students and recommending practical classroom procedures to facilitate student learning. Consulting with parents to discuss test results, assist in their understanding of the learning and adjustment needs, and make recommendations toward helping the student. Overseeing implementation of behavior intervention plans (BIP); and training of classroom paraeducators paraprofessionals and staff in BIP. Delegating and monitoring data collection and implementation of behavioral interventions. Researching and attending professional development conferences and training to ensure the most appropriate and effective evidenced-based practices and curriculum are implemented. Providing ongoing professional development for administrators, teachers, certificated and classified services providers. Providing ongoing applied behavior analysis ABA training for paraprofessionals and teachers, including certification of staff. Consulting with other agencies as appropriate to exchange information concerning students who are being served, who have been referred for service, or to assist students and their families in obtaining appropriate services. Participating in activities which will enhance professional growth and development. Complying with state education codes and district board policies and regulation. Performing other duties as assigned by the Director of Special Services Pupil Personnel related to the role of Behaviorist. Assist with student discipline as needed Respond to classroom requests for consultation regarding academic and/or behavioral interventions, including developing behavior plans, modeling teaching techniques, and providing support to teams regarding classroom design and set up as appropriate; and providing data collection techniques. Consult with the IEP/ETR team, to assess behavior and write behavioral goals and objectives. Serve as district representative in IEP/ETR meetings as needed Maintain current records of services. Submit paperwork in compliance within required timelines. Develop a comprehensive monitoring plan for at-risk and special education students Pursue opportunities to enhance personal performance. Keep current with professional standards associated with work duties. Update skills as needed to use task-appropriate technology effectively. Maintain open/effective communications. Serve as a reliable information resource. Completes job tasks effectively with minimal supervision. Maintain positive and productive rapport with staff, families, students and outside agencies Complete classroom observations and individual consultation w/ classroom teacher Work collaboratively w/ student's IEP team and/or educational school personnel (school psychologist, school counselor, classroom teacher, speech language therapist, paraprofessional) to develop Individualized Behavior Intervention Plans Model, teach and train school staff in effective instructional and behavioral strategies for students with disabilities. Provide ongoing monitoring of the implementation of IEPs, transition plans and/or assistive technology through observation and review of the program's data Provide the team w/ specific data collection techniques when necessary Train and provide technical assistance to children, parents, educational personnel Perform other duties that may be assigned by Student Services Director/Building Principal/Designee Other Duties and Responsibilities: Maintain an acceptable attendance record. Maintain a consistent pattern of positive work habits and personal traits: a) Punctuality, promptness, accuracy and thoroughness. b) Adaptability, dependability, and initiative. c) Loyalty, courtesy and professional appearance. d) Ability to work well with others. Training in blood-borne pathogens/communicable diseases, child abuse/neglect, CPR and first aid may be required. Additional training in Nonviolent Crisis Intervention may be required. Perform other duties as assigned by the Student Services Director/Building Principal/Designee The above statements describe the general nature and level of work being performed by an individual assigned to this job. This is not to be an exhaustive list of all responsibilities and duties required of personnel so employed. Qualifications: Master's Degree or higher. Minimum of two years of successful experience in programs involving students with disabilities and behavioral supports Demonstrated skill in oral and written communication. Valid Ohio COBA license through the Ohio Board of Psychology Experience in program development and program coordination, preferred. Such alternatives to the above as deemed appropriate by the Board of Education. Required Knowledge, Skills and Abilities: Knowledge of academic area and teaching methodology Ability to work effectively with others Ability to communicate ideas and directives clearly and effectively both orally and in writing Effective, active listening skills Organizational and problem solving skills General computer skills Knowledge of IDEA and rules Knowledge of public school policies and practices Ability to operate various office equipment Commitment to education Additional Working Conditions: Occasional exposure to blood, bodily fluids, and tissue Occasional interaction with unruly students Frequent requirement to sit, stand, walk, talk, hear, see, read, speak, reach, stretch with hands and arms, crouch, kneel, climb, and stoop Occasionally lift, carry, push, and pull various items up to a maximum of 50 pounds Occasional operation of a vehicle in inclement weather conditions, i.e., being prepared to work on all scheduled school days, except calamity days Frequent repetitive hand motion, e.g., computer keyboard, calculator, writing Occasional travel Occasional evening/weekend work