School Psychologist for the 2025/2026 or 2026/2027 School Year

The Aspen School District seeks a School Psychologist/BCBA for the 2025-2026 school year.

Position Title: School Psychologist / Board Certified Behavior Analyst (BCBA)

Department: Aspen School District

Reports to: Director of Student Services

Classification: Certified Full-time Exempt - SSP

Contract Period: 9 Month (185 days with some variance depending on the year)

Compensation: See Salary Schedule Here: SSP Salary Schedule, Additional $5000 annually with National Board Certification

ASD offers district-funded employee and dependent health benefits including medical, vision, dental, and life insurance to benefit-eligible employees. Other benefits include (as eligible): paid leave, CO PERA (pension plan) enrollment with district contribution, TSA options, free transportation for employees from Carbondale to Aspen, employee assistance program, wellness program, and supplemental insurance (i.e. cancer, disability, etc).

Position Summary

The School Psychologist/Board Certified Behavior Analyst (BCBA) serves as a specialized expert providing comprehensive psychological and behavioral services to support student success across academic, social, emotional, and behavioral domains. This role is essential for students with complex needs, particularly those with Autism Spectrum Disorder (ASD), developmental disabilities, or severe challenging behaviors. The professional utilizes evidence-based practices from both school psychology and Applied Behavior Analysis (ABA) to drive positive, data-informed student outcomes.

Position Responsibilities

• I. Psycho-Educational and Behavioral Assessment

   

  • Conduct comprehensive psycho-educational evaluations for eligibility, including cognitive, academic, social-emotional, and adaptive functioning assessments as required by state and federal regulations.

  • Conduct in-depth Functional Behavior Assessments (FBAs) to hypothesize the function of challenging behavior and inform the development of data-driven Behavior Intervention Plans (BIPs).

  • Utilize advanced data collection and analysis methodologies from ABA to monitor intervention fidelity and student progress, making real-time adjustments as needed.

  • Integrate findings from both psychological and behavioral assessments to provide a holistic profile of the student's needs.

   

  II. Intervention and Program Development

   

  • Design, implement, and monitor highly individualized, evidence-based Behavior Intervention Plans (BIPs) rooted in the principles of ABA.

  • Develop and provide direct and indirect intervention services, including counseling (individual and group), social-emotional skill instruction, and crisis intervention, utilizing a variety of therapeutic modalities (e.g., CBT, brief solution-focused, ABA-based interventions).

  • Serve as the district/school lead for behavior programming, especially for students with intensive behavioral needs, ensuring alignment with Positive Behavioral Interventions and Supports (PBIS) framework.

  • Develop and implement skill acquisition programming, particularly for students with ASD (e.g., communication, social, self-help, and academic readiness skills).

   

  III. Consultation, Collaboration, and Training

   

  • Consult with teachers, administrators, and parents/guardians to interpret assessment results and develop effective, integrated academic, mental health, and behavioral strategies.

  • Provide ongoing, in-depth training and coaching for teachers, paraprofessionals, and RBTs (Registered Behavior Technicians) on the consistent implementation of BIPs, ABA techniques, and effective classroom management strategies.

  • Actively participate in Individualized Education Program (IEP) team meetings, presenting both psychological and behavioral assessment data and developing legally compliant and functionally meaningful goals.

  • Provide clinical supervision to behavior analysts (e.g., BCaBAs) and fieldwork supervisees in accordance with the Behavior Analyst Certification Board (BACB) standards.

  • Collaborate with community mental health and private providers to ensure continuity of care and a coordinated approach for students.

   

  IV. School-Wide Systems Support

   

  • Contribute expertise to the development and implementation of school-wide initiatives, such as Multi-Tiered System of Supports (MTSS) or Response to Intervention (RRTI), specifically focusing on behavioral and social-emotional tiers.

  • Assist in school crisis prevention, preparedness, and response, leveraging knowledge of threat assessment and trauma-informed practices.

  • Analyze and report on school-wide behavior data to identify patterns and inform systemic changes in policy and practice.

 Required Knowledge, Skills, and Abilities

• Knowledge of:
• Applicable laws and regulations, especially IDEA, Section 504 and Colorado House Bill 22-1260 (Access To Medically Necessary Services For Students) is required
• Excellent interpersonal, analytical, critical thinking, problem-solving, and organizational skills required
• Application and knowledge of data driven interventions focused on improving student behavioral outcomes
• Ability to collect, monitor and interpret data
• Ability to collaborate effectively across multidisciplinary teams
• Strong written and oral communication skills
• Demonstrated proficiency with Google Workspace
• Ability to multi-task and juggle management of several high-priority projects in parallel
• High degree of integrity in handling confidential information
• Strong written and oral communication skills
• Demonstrated proficiency with Google Workspace

• Ability to:
• Collect, monitor and interpret data
• Collaborate effectively across multidisciplinary teams
• Multi-task and juggle management of several high-priority projects in parallel
• Hold a high degree of integrity in handling confidential information
• Demonstrate responsibility and consistency of attendance required for work with students
• Work with efficiency with attention to detail
• Demonstrate flexibility for the environment that may require a change of schedule and/or student activities
• Develop and maintain rapport and effective relationships with children and adults contacted in the course of work by using courtesy, diplomacy, collaboration, cooperation, support, and professional conduct
• Actively contribute to the goals and success of all teams and team members through collaboration, cooperation, and flexibility (give and take) in team discussions, activities, and decision making
• Manage oneself (is organized, prepared, and punctual; manages resources; meets deadlines; follows through on commitments; demonstrates appropriate physical appearance relative to job and environmental expectations)
• Consistently act in ways that directly support various missions (AspenSchool District,CDE, schools)
• Effectively maintain relationships at multiple levels (individual, team, district, schools)
• Deliver significant, noteworthy contributions to team and organizational goals
• Be respectful and collaborative
• Handle disagreements and conflicts in a diplomatic manner, maintaining composure in difficult situations, so there is not decreased effectiveness over time
• Display a willingness to learn new information
• Follow organizational and district policies
• Display effective interpersonal skills (has rapport with all, knows roles of co-workers, promotes information exchange such as through parent/teacher conferences or newsletters)
• Use appropriate written and verbal communication skills constructed with the purpose, audience, and intent in mind.
• Apply the appropriate mode of communication (e-mail, written, telephone, face to face) for specific situations

Minimum Qualifications

• Hold a Master's Degree in Special Education, Applied Behavior Analysis, School Social Work, School Psychology, School Counseling or other related field
• Must hold and maintain a valid Colorado Department of Education (CDE) Special Education Teaching License OR a Special Service Provider license (DPS will hire on an application receipt for 90 days.)
• Current CPR/First Aid certificate or obtain one within 3 months of hire

Preferred Qualifications 

• Experience supervising Registered Behavior Technicians is highly preferred
• Spanish bilingual 

 Work Environment

• Classroom setting
• Office environment; exposure to computer screens
• Mostly clean and comfortable surroundings
• Exposure to noise and bodily fluids

Essential Physical Requirements

• Physical: Reaching, walking, standing, sitting, typing, talking, crouching, kneeling, seeing, and hearing. Lifting up to 25 pounds.

Acknowledgment

The successful candidate will be required to follow any instructions and to perform any other related duties as assigned by the Director. The Aspen School District reserves the right to update, revise, or change the job description and related duties at any time.

Salary : $58,000 - $93,780