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Board Certified Behavior Analyst 2026/27

Rantoul City School District 137 -
Rantoul, IL

Apply Now

Job Details

Full-time
$56,250.00 - $107,890.08 a year

Qualifications

School experience
Teaching Certification
Trauma-sensitive environment
Positive behavioral interventions and supports (PBIS) in classroom management
Master's degree
Working with students
Behavioral assessments (needs assessment method)
Behavioral developmental assessment
Board Certified Behavior Analyst
Functional Behavior Assessment (FBA)

Full Job Description

District wide 9 month position beginning with the 2026/27 school year

Minimun Starting Salary $56,250.00 | Zero years of experience with a Bachelors Degree.

Maximum Starting Salary $107,890.08 | 33 Years of experience with a Masters Degree plus 60 additional credit hours.

Position Title: Board Certified Behavior Analyst (BCBA)

Department: Department of Special Education

Reports to: Director of Special Education/Assistant Director of Special Education

FLSA Class: Exempt

QUALIFICATIONS:

Minimum Master's degree in one of the following:
- School Psychology
- Special Education
- Social Work
- Education or other related field

Current Board Certified Behavior Analyst (BCBA) Certificate
Illinois teaching and/or other related service certificate
Minimum of 3 years successful school experience, ideally working with "at risk" and/or students with behavioral challenges
Expert knowledge in the application of function-based intervention planning for developing behavior change strategies that focus on reducing problem behavior and increasing appropriate behavior
Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function-based interventions, and Behavior Intervention Plans (BIP)
Knowledge of Conscious Discipline or other trauma-informed approach to school-wide behavior management
Exceptional knowledge in the use of assessment and assessment data to inform instruction and prescribe work plans for individual students
Expert knowledge of Registered Behavior Technicians and their licensure requirements

JOB GOAL:

Responsible for providing behavioral consultation and coaching to programs in order to support teams in meeting the individual needs of students, to improve both academic and social competence. Support teams to establish socially significant behavior change and attain positive intervention outcomes by providing consultation using evidence based practices from the field of Applied Behavior Analysis (ABA).

PERFORMANCE RESPONSIBILITIES:

(The following are the essential fundamentals to include but not limited to the following job duties.)

Assessment & Evaluation

Student Evaluation

Collect, graph and analyze student data from functional behavior assessment (FBA) and write report summarizing results
Taking a leadership role in consulting, collaboration and supporting school teams in conducting FBA's and developing and implementing student Behavior Intervention Plans (BIPs) with fidelity
Complete other assessments, in collaboration with the multidisciplinary team
Assist teams in adjusting BIPs as needed
Attend IEP meetings, as needed, per guidance of Special Education Director, to provide feedback related to assessment results and IEP reductions and replacement goal progress

Program Assessment & Evaluation

Use program evaluation tools in collaboration with the school-based multidisciplinary teams and district special education leadership to create a quality learning environment
Observe and provide feedback related to district mission/vision and specific goals for programs

Collaboration

Collaborate with interdisciplinary and leadership teams across the district to ensure consistent quality programming
Facilitate trainings with program teams, including paraprofessionals
Participate in district leadership meetings including: FBA/BIP Committee meetings, Behavioral MTSS meetings as appropriate, and other activities related to meeting the BCBA and SpEd Department goals
Consult with general education and special education teachers and special services providers related to individual student needs, including behavior intervention plans, and writing IEP goals
Participate in regular meetings with administrators (SpEd & Building level)
Collaborate with evaluation and other multidisciplinary teams to review assessment data
Work collaboratively with colleagues, families and community service providers (BCBAs, SLPs, advocates, private tutors, etc.) to ensure successful outcomes across different settings between school and home setting
Participate in IEP meetings as directed by the Director of Special Education
Collaborate with SpEd administrators to analyze trends and patterns in district-wide data and develop/implement a multi-year plan to improve district outcomes
Participate in the district Restraint & Time Out Oversight Team

Training and Staff Development

Develop and provide training related to principles of Applied Behavior Analysis to program teams
Train teams on implementation of interventions identified by behavior intervention plans
Train staff in using strategies to improve fidelity and reliability of data collection
Give ongoing modeling, feedback, and coaching to program staff related to both student behavior reduction and skill acquisition
Provide other district and building specific training related to behavior, as needed
Support and provide ongoing training to staff related to crisis management (including but not limited to coaching and modeling de-escalation strategies related to crisis behavior)
Participate in professional development and continuous learning
Provide and facilitate licensure supervision of RCS Registered Behavior Technicians in accordance with all licensure requirements and timelines (non-evaluative supervision).
Host and facilitate meetings with district RBTs as needed and directed by Director of

Special Education

Provide needed licensure supervision to district employees who seek BCBA and/or RBT certification and licensure as directed by the Director of Special Education
(non-evaluative supervision)

Instruction and Program Support

Design data collection and monitoring systems
Monitor student/program progress
- Support programs related to ongoing data collection and input
- Provide ongoing analysis of behavior data regularly and report individual student and program data trends to teams
- Provide live coaching to program staff
Classroom Learning Environment
- Support teams with development of materials for behavior support and skill training
- Support teams in creating classroom environmental structures and teaching strategies that incorporate behavior principles (e.g. antecedent strategies, instructional control, behavior momentum, pacing)
- Train staff in skill generalizations procedures to increase inclusion of students in general education environments
Perform other related duties as assigned by Special Education administrators, Superintendent and the Board of Education

Mental Demands

Ability to communicate effectively with parents, students, teachers, administration and
Ability to maintain emotional control under
Ability to use email and office equipment
Ability to work with students individually or in group

Working Conditions

Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
Outdoor schoolyard and grounds, field trips; exposure to; temperatures (hot, warm, cool, cold), and exposure to mowed grass.
Regular work

Other Important Information:

The BCBA position is Non-Supervisory. The role of the BCBA is separate and apart from the evaluative role of the principal or other supervisor of the teachers and staff. The BCBA advocates for, facilitates and supports the work of the teachers and staff but never performs supervision or evaluation of any certified staff. The BCBA should not confuse providing staff with consultative feedback requiring professional judgment with supervisory or evaluative responsibilities of the principal or other administrators.

PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities

Employee is required to:

Never

1 Occasionally

Frequently

100 Continuously

Stand

Walk

Sit

Use hands dexterously (use fingers to

handle, feel)

Reach with hands and arms

Climb or balanc

Stoop/kneel/crouch or crawl

Talk or hear

Smell

Physical (Lift & carry): up to 10 pounds

up to 25 pounds

up to 50 pounds

up to 75 pounds

up to 100

pounds

more than 100 pounds

ADOPTED: 3/24/2022

Apply Now

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Assessment & Evaluation

Collaboration

Training and Staff Development

Instruction and Program Support

Other Important Information:

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