Behavioral Specialist / BCBA ~ 2026-2027

Summary: Arrange for and/or provide a full range of social-emotional consultation services, direct services, and community support services benefitting LADSE students and their families. The Behavior Specialist supports school-based teams by conducting assessments, facilitating clear communication, providing academic intervention, linking students and family members to community services, offering professional development on evidence-based practices, and implementing effective social-emotional interventions. Specific job titles include Family Services Facilitator, Behavior Interventionist, Team Teacher, and Consultant.

Reports To: Program Coordinator/Administrator

Qualifications: Multiple professional qualifications are appropriate for this position.

• Board Certified Behavior Analyst (BCBA) Certification (https://www.bacb.com/bcba/)
• A valid Illinois driver's license with access to a reliable, insured vehicle in order to drive between service provision locations in member districts.
• Ability to participate in therapeutic restraint when warranted because a student is in crisis.
• Experience working in this or a similar assignment;
  
  

Preferred Knowledge And Skills Include

Thorough understanding of how neurological, mental health, and other conditions might impact student performance at school, at home, and in the community;

Expertise with using a wide variety of evidence-based assessments and interventions necessary for addressing the academic, social-emotional and mental health needs of students;

Experience consulting with others about students' needs and with participating as a member of student-focused, collaborative problem solving teams;

Evidence of commitment to delivering effective, family-centered and community-based services (e.g., wraparound) and to reporting the impact on student performance.

Physical The job requires physical exertion (e.g., lifting, carrying materials or supplies,

Requirements: Driving, clerical tasks while sitting or standing, and mobility) with the possibility of occasional moderate exertion (e.g., lifting more than 15 lbs.; assisting students or staff during instruction or therapy). In addition, it will sometimes be necessary to use approved physical restraint procedures in order to maintain a safe environment for learning. Independent transportation is required because LADSE staff frequently work in multiple locations within the LADSE community.

Professional

Evaluation: Standard practice is to conduct evaluations annually for the first four years, bi-annually in subsequent years. Evaluations are conducted by the applicable program coordinator or designee.

Contract: Length of contract, salary, and benefits are established by the Collective Bargaining

Agreement and/or the LADSE Directing Board.

Status: Exempt

Essential Functions (Duties & Responsibilities)

General

• Adhere to professional, ethical, and legal standards for the practice of the discipline in the schools, as dictated by relevant organizations (e.g., CEC, IDFPR, NASP, APA, NASW, IASSW, ISBE, other).
• Implement practices consistent with the Danielson Framework for Teaching.
• Implement LADSE's policies and procedures.
• See Employee Handbook - General Duties, Responsibilities, and Competencies.
• Drive own car, or otherwise provide for transportation between assignment locations.
  
  

Specific

Domain 1: Planning and Preparation

• Apply knowledge of instructional, assessment, and social-emotional theory to educational practice (1a).
• Apply knowledge of typical and atypical child and adolescent development to educational practice (1b).
• Suggest appropriate learning goals for each student based on the results of individual and group assessments (1c).
• Contribute to writing effective Individualized Educational Plans and/or behavior support plans (1c).
• Match evidence-based practices and school resources to documented student needs (1d).
• Identify existing social, community, and clinical resources and procedures for linking students/families to providers of medical health, mental health, social-emotional, academic, and family support services (1d).
• Initiate and participate in team planning meetings, resulting in intervention plans (1e).
• Provide technical assistance designed to facilitate greater success for students with disabilities in the least restrictive environment (1e).
• Monitor and report student progress, adjusting plan and implementation for maximum impact (1f).
  
  

Domain 2: Classroom Environment

• Apply knowledge of family systems and cultural diversity to forming/sustaining positive relationships (2a).
• Model respectful, non-judgmental, and effective communication with team members and students (2a).
• Create a climate of problem solving where team interactions reflect mutual respect and dignity (2a).
• Maintain effective therapeutic relationships with students in a variety of educational environments (2b).
• Provide clear expectations, directions, and procedures for organizing student work (2c).
• Communicate high expectations for all learners in the least restrictive environment (2c).
• Visit families in non-school environments, fostering healthy interpersonal interactions (2c).
• Teach clear expectations for student behavior in classroom, home, or community settings (2d).
• Facilitate student self-monitoring and self-reflection among students (2d).
• Support classroom and/or school wide behavior plans, recommending necessary adjustments (2d)
• Coordinate and assist in the use of crisis intervention procedures when necessary for student safety (2d).
• Use and teach antecedent and environmental strategies for facilitating student participation (2d).
• Make necessary recommendations to ensure safe, non-distracting, learning environments (2e).
  
  

Domain 3: Delivery of service/Instruction

• Selects and conducts therapeutic assessments necessary to identify student/family needs and serve as a basis for drafting effective treatment or IEPs (3a).
• Provide clear, concise, and effective feedback to students, family members, and team members (3a).
• Use questioning and discussion techniques necessary to foster student independence and growth (3b).
• Implement an extensive range of treatment or consultative techniques, resulting in high levels of student, family, and team engagement in decision making and problem solving activities (3c).
• Make recommendations to educators, family members, and community service providers that facilitate the successful participation of increasingly diverse students in a common educational setting (2).
• Work with local communities to create and/or sustain community support services necessary for LADSE students and the families (3d).
• Assist families with securing necessary funding and/or adequate access to community services (3d).
• Facilitate problem solving necessary to improve academic/social performance based on data acquired through diagnostic, formative, authentic, and summative assessments (3d).
  
  

Specific

Domain 3: Delivery of service/Instruction (cont.)

• Write clear and concise reports ensuring family and team member understanding of student data and the implications of those data for future instruction (3d).
• Lead and/or participate in meetings held for the purpose of planning, evaluating, coordinating, or modifying interventions and instructional programs for students (3e).
• Implement, support, or coordinate plan implementation, facilitating maximum integrity/outcomes (3e).
  
  

Domain 4: Professional Responsibilities

• Complete duties assigned by program coordinator or administrator in a timely manner (4a).
• Complete, maintain, and submit appropriate administrative reports and correspondence, personal notes and/or interoffice communications in a timely manner (4b).
• Attend meetings, maintain regular contacts with significant individuals and provide regular feedback to school administrators, parents, teachers, and service providers (4e).
• Participate in professional development, not limited to workshops, conferences, and independent reading that are aligned with LADSE goals (4e).
• Maintain ongoing communication with families (4e).
  
  

Salary matrix 2024-2028, then 4% increases the year after hired:

https://drive.google.com/file/d/1s5WgIFt_OS9p5nFQA7WKDlJ1AcQ5tvZ1/view

Insurance Rates 2026

https://drive.google.com/file/d/1DNMkb_h6NIwCZt9N2tlLZCHkucAj0xLl/view?usp=sharing

Application Procedure

Apply online.