QUALIFICATIONS
The Behavior Analyst & Support Specialist shall possess a Master's 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 division’s approved model.
GENERAL DUTIES (May not include all duties performed)
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Provide division-wide expertise and training in evidence-based behavior management practices and positive behavioral interventions.
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Conduct Functional Behavior Assessments (FBAs) using multiple sources of data and observations.
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Develop, review, and monitor Behavior Intervention Plans (BIPs) and Behavior Support Plans (BSPs) that are individualized, measurable, and legally compliant.
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Collaborate with school-based teams to identify behavioral concerns and develop appropriate interventions, using the MTSS framework as a guide.
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Support the implementation and continuous improvement of Positive Behavioral Interventions and Supports (PBIS) across all schools.
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Provide coaching and modeling for teachers, administrators, instructional assistants, and support staff in classroom behavior management strategies.
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Assist schools in analyzing behavioral data to identify trends, evaluate interventions, and guide instructional and behavioral decision-making.
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Participate in eligibility, Individualized Education Program (IEP), manifestation determination, threat assessment, and other multidisciplinary meetings as appropriate.
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Collaborate with special education staff to ensure behavioral supports are appropriately reflected in IEPs and implemented with fidelity.
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Assist school teams in addressing complex student behaviors through consultation, observation, and collaborative problem-solving.
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Support implementation of trauma-informed, restorative, culturally responsive, and developmentally appropriate behavioral practices.
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Develop and deliver professional learning for school staff on behavior management, crisis prevention, de-escalation techniques, PBIS, and related topics.
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Collaborate with school psychologists, counselors, social workers, instructional specialists, and other student support personnel to coordinate services.
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Support transition planning for students with significant behavioral needs moving between schools, programs, or grade levels.
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Provide consultation regarding behavior-related accommodations and supports for students receiving general and special education services.
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Monitor fidelity of implementation for behavioral interventions and provide ongoing coaching to improve effectiveness.
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Maintain accurate records, assessment reports, documentation, and confidential student information in accordance with applicable laws and division procedures.
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Remain current on research, best practices, and legal requirements related to behavior analysis and student support services.
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Establish and maintain positive relationships with students, families, staff, and community agencies.
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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
