District Behavior Analyst

$28,910.50 per year 220 day calendar with no benefits

This position works 4 hours per day and 20 per week.

 
The scheduled work hours for this position are TBD

This institution is an equal opportunity provider.

INTERNAL APPLICANTS MUST ATTACH THEIR INTERNAL TRANSFER APPLICATION BY THE INTERNAL CLOSING DATE TO BE CONSIDERED FOR AN INTERVIEW. Internal closing date is July 23, 2026.

POSITION SUMMARY:  The District Behavior Analyst is responsible for coordinating and collaborating with district teachers and administration to provide prevention and intervention services that will support students with behavioral concerns that impact access to learning in the K-12 educational setting. The District Behavior Analyst provides continuous support to the overall educational environment by utilizing evidenced based strategies in order to address student behavioral needs in all settings of the educational environment. The District Behavior Analyst will work to empower and equip adults to assist in the development and coordination of plans to enhance self-regulation skills while building relationships built on trust and mutual respect of all individuals. 

ESSENTIAL FUNCTIONS: 

1. Research and assist with the implementation of evidenced-based proactive approaches to support student behaviors.
2. Facilitate prevention and intervention protocols for at-risk students to address behavior concerns, alleviate isolation, identify support resources, develop and enhance coping skills, and providing referrals as needed.
3. Assist teachers in the identification and development of individualized behavior interventions intended to meet the social and emotional needs of students; using evidence-based strategies.
4. Utilize district approved behavior management techniques for the purpose of assisting student to be able to fully access and engage in learning in the least restrictive educational setting.
5. Lead professional development around student behavior interventions, classroom management techniques, cultural influences influencing behavior and other related topics to support positive behavior supports for students.
6. Implement and coach school personnel on research-based methods of classroom management, social and emotional behavioral strategies.
7. Collect data regarding student behaviors and recommend appropriate instructional accommodations, adaptations, and/or modifications.
8. Manage and lead data meetings related to student social, emotional, and behavioral needs.
9. Conduct Functional Behavior Assessments to determine student needs and develop strategies to redirect behavior.
10. Conduct and share research of current behavior interventions related to students served.
11. Participate with home visits with building-level staff, to serve as a liaison between parents, students and schools.
12. Assist with proactive restorative behavior strategies that will help students stay in class and learning.
13. Performs other duties as assigned.

ESSENTIAL SKILLS AND ABILITIES:  

• Communicate effectively with a variety of stakeholders, including but not limited to students, parents, staff members, community members and providers.
• Respect student, teachers, parents and support staff.
• Exercises sound judgment on sensitive issues, specifically with respect to confidential information.
• Ability to effectively manage multiple student cases in various locations by providing clear guidance and leading continuous improvement efforts.
• Ability to work collaboratively with all stakeholders.
• Ability to judge when situations and/or information should be called to the attention of the supervisor.
• Ability to travel to different locations and transport materials and equipment.
• Knowledge of IEP/504 processes and discipline processes.
• Ability to interact with a wide variety of persons in a challenging setting while maintaining a calm demeanor.

BASIC REQUIREMENTS: 

1. Master’s Degree in Special Education, Behavior Analysis, or other related fields.
2. Licensed in the State of Missouri as a board-certified behavior analysis (BCBA), preferred.
3. Excellent interpersonal, verbal and communication skills with staff, parents and patrons.
4. Demonstrated success at designing and maintaining a positive, collaborative culture when supporting at-risk students.
5. Demonstrated success at leading continuous improvement efforts including the establishment of data priorities to raise student engagement in school and achievement.

EQUIPMENT USED: 

• Standard office equipment and technology such as a lap top computer, copier, fax machine, etc.
• Standard classroom equipment and technology such as a SmartBoard, specialized equipment for students, etc.

WORK ENVIRONMENT: 

• Ability to work in a variety of locations, travel throughout the District, and meet the physical demands of handling a variety of responsibilities. While performing duties of this job, the employee is regularly required to sit, talk, hear, walk, stand and reach.