BOCES Board Certified Behavior Analyst (BCBA) 26-27

Benefits

Job Description

Qualifications

• •Required Knowledge, Skills, and Abilities
• •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 (docs, calendars, meet, email)
• •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
• •Collect, monitor and interpret data
• •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)
• •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
• •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
• •Hold a Master's Degree in Special Education/Applied Behavior Analysis
• •Must hold and maintain a valid Colorado Department of Education (CDE) Special Service Provider license
• •Current CPR/First Aid certificate or obtain one within 3 months of being hired
• •Physical: Reaching, walking, standing, sitting, typing, talking, crouching, kneeling, seeing, and hearing
• •Lifting up to 25 pounds

Benefits

• •Contract Period: 210 days
• •Compensation: $75-85K
• •Ute Pass BOCES 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

Responsibilities

• •Demonstrate flexibility for the environment that may require a change of schedule and/or student activities
• •Consistently act in ways that directly support various missions (CDE, WPSD, CCVSD, Ute Pass BOCES)
• •Follow organizational and district policies
• •Reports to: Director of Special Education/Executive Director
• •Classification: Certified Full-time Exempt - SSP
• •The Board Certified Behavior Analyst (BCBA) serves as a specialized expert providing comprehensive 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 Applied Behavior Analysis (ABA) to drive positive, data-informed student outcomes
• •Behavioral Assessment
• •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 behavioral assessments to provide a holistic profile of the student's needs
• •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, social-emotional skill instruction, and crisis intervention, utilizing 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)
• •Consultation, Collaboration, and Training
• •Consult with teachers, administrators, and parents/guardians to interpret assessment results and develop effective, integrated academic, social emotional, 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 behavioral assessment data and developing legally compliant and functionally meaningful goals
• •Provide supervision to behavior analysts (e.g., BCaBAs) and fieldwork supervisees in accordance with the Behavior Analyst Certification Board (BACB)
• •Collaborate with community mental health and private providers to ensure continuity of care and a coordinated approach for students
• •School-Wide Systems Support
• •Contribute expertise to the development and implementation of school-wide initiatives, such as Multi-Tiered System of Supports (MTSS) 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
• •Demonstrate responsibility and consistency of attendance required for work with students
• •Work with efficiency with attention to detail
• •Office environment; exposure to computer screens
• •Mostly clean and comfortable surroundings
• •Exposure to noise and bodily fluids
• •The successful candidate will be required to follow any instructions and to perform any other related duties as assigned by the Director