School Behavior Analyst

SCHOOL BEHAVIOR ANALYST

THIS IS A LEAVE REPLACEMENT POSITION TO BEGIN APPROXMATELY
JANUARY 20 2026-JUNE/2026 SCHOOL YEAR ONLY

EQUITY COMMITMENT:

Mount Vernon School District (MVSD) seeks to graduate inspired critical thinkers who honor diversity and are committed to the betterment of their own lives and the lives of others. When coupled with our strategic goal of 100% of our students graduating with the knowledge and skills necessary to be successful in post- secondary education careers and life we become accountable for the achievement of each students fullest potential.

We believe every student can achieve this goal; and yet longstanding inequitable practices have hindered students of color from attaining academic parity with their white peers leading to disproportionate student order to ensure race ethnicity and culture cease to be a predictor of student performance in MVSD we must eliminate systems structures practices and behaviors contributing to discrepancies in student learning and graduation outcomes. Therefore MVSD commits to eliminate all forms of discrimination and inequity in order to provide safe and productive learning opportunities for every student.

QUALIFICATIONS:

• Minimum bachelors degree masters degree preferredValid Washington State K-12 Teaching Certificate with Special Education endorsement and/or valid Washington State ESA certificate
• Washington State Licensed Behavior Analyst (LBA) and Board-Certified Behavior Analyst (BCBA) or equivalentMinimum of five years successful K-12 education experience in which the support of at risk and/or behaviorally challenged students were an important responsibility for the position
• Prior experience and training in a Multi-Tiered Support System and Positive Behavior Intervention System
• Continuing education and training: maintaining current knowledge of PBIS and MTSS

PROFESSIONAL RESPONSIBILITIES:
The Behavior Support Specialist works under the direction of the Special and Support Services Administration to provide support and direction in the design implementation and coordination of behavior support systems. A Behavior Support Specialist aids in building the capacity of individual teachers and building level teams to support students who exhibit non-prosocial addition to system-wide support the Behavior Support Specialist would support staff and buildings in the following areas:

• Work directly and indirectly with identified students to substantially increase their prosocial academic performance and behavior. These are students who have been identified by building based teams as requiring substantial supplemental behavioral intervention (Tier II and Tier III).
• Provide training support and supervision to specialized paraprofessionals serving buildings and individual students. This will be done in collaboration with School Counselors Special Education teachers School Psychologists and Building Administration to increase fidelity and effectiveness of supports.
• Under the supervision of Special and Support Services Administration the Behavior Support Specialist will provide diversified professional development activities specifically designed for targeted audiences: General Education teachers Special Education teachers Related Services Professionals Paraprofessionals Administrators and parents.

This list of essential functions is not exhaustive and may be supplemented and prioritized as necessary in consultation with the Administration for Special and Support Services. Depending upon individual assignments the Behavior Support Specialist performs all or a combination of several of the following duties:

ESSENTIAL FUNCTIONS:

Staff Support

• Work cooperatively with building administrators and teaching staff to promote positive student behavior by providing professional development and coaching to implement and maintain evidenced-based positive behavior support systems and positive learning environments at the classroom and building wide level (trauma-informed practices evidenced-based intervention strategies interpersonal skills problem solving group process and mediation skills).
• Uses collaborative and evidenced-based approaches to promote the reintegration of students to the classroom and building community
• Be willing to be trained in Right Response and become a Right Response trainer for the district if needed.
• Responds to inquiries from a variety of sources (e.g. other teachers parents administrators etc.) for the purpose of resolving issues providing information and/or direction.
• Promote the effective use of highly specialized positive behavior interventions in which at risk students thrive: behavior instruction that is explicit intensive accelerated and provides ample practice
• As a joint venture with the teacher(s) develop a repertoire of assessment strategies consistent with instructional goals teaching methods and individual student needs to more accurately assess student behavior skills and understandings

Individualized Student Support:

• Works with students staff and parents to assess needs for the creation and development of behavior intervention plans for students with intensive support needs.
• Demonstrates substantial ability in interpreting behavioral assessments Functional Behavioral Assessments and Behavior Intervention Plans and data collection for the purpose of developing Behavior Plans.
• Monitor the implementation of Behavior Intervention Plans by the Behavior Support Assistants or other staff as appropriate. Develop staff capacity for data-based decision making with regard to prosocial student behavior skill development.
• Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.

Parent / Community Liaison Support:

• Develops and plans appropriate communication and training for parents and community
• Develops and maintains collaborative relationships with other district specialists and community agencies (behavioral health law enforcement etc.) which enhance supports to families.

Program Evaluation Support:

• Develops and implements district level data collection and analysis.
• Provides regular program evaluative feedback with suggested plans for improvement in targeted areas of concern to the building administration.

Other:

• Provide leadership to others through example and sharing of knowledge and skills
• Attend staff and other professional meetings as may be assigned or necessary.
• Demonstrate positive relationship skills with students parents and district staff maintaining ongoing and open communication.
• Possess knowledge of and adheres to School District Policy and Procedures.
• Use technology for communication presentations trainings and workshops.
• Participate in special projects as assigned and perform related duties and key responsibilities consistent with the scope and intent of the position.

Physical Requirements:

Required Experience:

IC