Behavior Analyst & Support Specialist

QUALIFICATIONS

The Behavior Analyst & Support Specialist shall possess a Masters degree in Applied Behavior Analysis Special Education School Psychology Counseling Behavior Analysis or a closely related field. A Board Certified Behavior Analyst (BCBA) certification is preferred; candidates without BCBA certification must possess equivalent training and demonstrated expertise in functional behavior assessment behavior intervention planning and evidence-based behavioral practices. Candidates must hold or be eligible for appropriate Virginia licensure endorsement or certification applicable to their professional discipline and be a certified trainer or be willing to become a trainer in non-violent crisis intervention through the Crisis Prevention Institute (CPI). The successful candidate will have extensive knowledge of positive behavioral interventions and supports (PBIS) Multi-Tiered Systems of Support (MTSS) Functional Behavior Assessments (FBAs) Behavior Intervention Plans (BIPs) trauma-informed practices de-escalation strategies and federal and state special education regulations including the Individuals with Disabilities Education Act (IDEA) and applicable Virginia regulations. Experience providing consultation coaching professional development and behavioral support within a public school setting is preferred. The candidate must possess exceptional interpersonal organizational communication problem-solving and collaborative leadership skills and demonstrate the ability to work effectively with students families school personnel and community agencies. The ability to analyze behavioral and academic data prepare comprehensive reports and travel between school sites is required.

DESCRIPTION

The Behavior Analyst & Support Specialist provides division-wide leadership consultation and direct support to schools in developing and implementing comprehensive behavioral systems that promote positive student outcomes and safe learning environments. The position works collaboratively with school administrators teachers student support personnel and families to build staff capacity in evidence-based behavioral practices while ensuring compliance with federal state and local regulations. The specialist conducts behavioral assessments develops intervention plans provides coaching and professional learning assists with crisis prevention and intervention planning and supports the implementation of positive behavioral supports for students with significant behavioral needs. Through collaboration coaching and data-informed decision making the position strengthens school-based behavioral supports while promoting equitable access to instruction and improving student engagement attendance and achievement. The specialist provides regular training to various staff in de-escalation and non-violent crisis intervention techniques as prescribed through the divisions approved model.

GENERAL DUTIES (May not include all duties performed)

• Provide division-wide expertise and training in evidence-based behavior management practices and positive behavioral interventions.
• Conduct Functional Behavior Assessments (FBAs) using multiple sources of data and observations.
• Develop review and monitor Behavior Intervention Plans (BIPs) and Behavior Support Plans (BSPs) that are individualized measurable and legally compliant.
• Collaborate with school-based teams to identify behavioral concerns and develop appropriate interventions using the MTSS framework as a guide.
• Support the implementation and continuous improvement of Positive Behavioral Interventions and Supports (PBIS) across all schools.
• Provide coaching and modeling for teachers administrators instructional assistants and support staff in classroom behavior management strategies.
• Assist schools in analyzing behavioral data to identify trends evaluate interventions and guide instructional and behavioral decision-making.
• Participate in eligibility Individualized Education Program (IEP) manifestation determination threat assessment and other multidisciplinary meetings as appropriate.
• Collaborate with special education staff to ensure behavioral supports are appropriately reflected in IEPs and implemented with fidelity.
• Assist school teams in addressing complex student behaviors through consultation observation and collaborative problem-solving.
• Support implementation of trauma-informed restorative culturally responsive and developmentally appropriate behavioral practices.
• Develop and deliver professional learning for school staff on behavior management crisis prevention de-escalation techniques PBIS and related topics.
• Collaborate with school psychologists counselors social workers instructional specialists and other student support personnel to coordinate services.
• Support transition planning for students with significant behavioral needs moving between schools programs or grade levels.
• Provide consultation regarding behavior-related accommodations and supports for students receiving general and special education services.
• Monitor fidelity of implementation for behavioral interventions and provide ongoing coaching to improve effectiveness.
• Maintain accurate records assessment reports documentation and confidential student information in accordance with applicable laws and division procedures.
• Remain current on research best practices and legal requirements related to behavior analysis and student support services.
• Establish and maintain positive relationships with students families staff and community agencies.
• Perform other related duties as assigned.

SUPERVISION

The Behavior Analyst & Support Specialist reports directly to the Assistant Director of Student Services or other designated administrator. The position does not provide formal supervisory responsibility for employees but provides leadership consultation coaching and technical assistance to school administrators teachers instructional assistants and student support personnel regarding behavioral assessment intervention and implementation of evidence-based practices.

WORK CONDITIONS

Work is performed in school buildings classrooms offices alternative educational settings and other division facilities. The position requires frequent travel between schools throughout the division. Duties involve observing students in instructional and non-instructional settings participating in meetings providing professional development and responding to behavioral situations that may require implementation of approved crisis prevention and de-escalation techniques. Occasional lifting of instructional materials or equipment up to 25 pounds may be required. The position requires prolonged periods of standing walking sitting and computer use as well as the ability to maintain confidentiality meet deadlines and respond effectively to changing priorities in a fast-paced educational environment.

LOCATION

Central Office / Multiple Locations

CONTRACT LENGTH

230 Days

FLSA Status

Exempt

Required Experience:

IC