Purpose Statement
The job of the Board Certified Behavior Analyst/Behavior Specialist is to lead and support district staff
members to ensure that effective and efficient behavioral intervention and support systems are in place to
provide continuous improvement in academics and behavior for students demonstrating behavioral concerns.
This individual serves as a liaison for the central office and members of the learning community in various
aspects of the instructional program.
This job reports to the Director of Special Services and the Director of Student Services.
Essential Functions
● Assists staff members by modeling positive behavior intervention strategies in classrooms/settings as
requested.
● Attends conferences and/or meetings related to district goals for student behavior.
● Collaborate with administrators and staff to develop and implement programs, policies, and best
practices related to instruction using the principles of Applied Behavior Analysis (ABA).
● Collaborate with administrators and staff to identify students/classes with behavioral concerns, design
data collection systems, analyze student/school/district data, and monitor implementation and
effectiveness of behavioral supports.
● Consult with building administrators and teams for implementation of behavior supports and plans.
● Facilitate District Student Support Teams.
● Keeps current on effective strategies in the student discipline/behavioral management/Applied
Behavioral Analysis fields and related legal regulations and board policies.
● Maintain a record of communication and compliance with FERPA and all federal/state confidentiality
laws.
● Participates in various meetings (e.g., IEP, evaluations, 504, etc.) to gather, analyze, and convey data to
assist students, parents, and school teams.
● Provides professional development support, assistance, staff development, and coaching as requested to
district staff per principles of ABA, best practices, and federal and state regulations and laws.
● Provides support and leadership to district staff in developing and implementing Functional Behavior
Assessments, Behavior Intervention Plans, ABA programs, and/or other appropriate programs for
students who present with behavior/learning challenges.
● Serves as a consultant to administrators, social workers, counselors, and parents.
● Willing to be trained in Crisis Prevention Intervention (CPI).
Other Functions
● Ability to work collaboratively with team members.
● Demonstrate ability to plan and evaluate strategies
● Demonstrates exceptional skill in teacher leader roles: collaborator, action research, reflective
practitioner, and focuses on learner needs.
● Effective written and verbal communication skills.
● Exceptional knowledge in the use of assessment and assessment data to inform instruction and plans for
individual students
● Experience in working with students who need extensive support within social-emotional behavior
realms.
● Expert knowledge of Function-Based intervention planning for developing behavior change strategies
focusing on reducing problem behavior and increasing more appropriate behavior.
● Expert knowledge of research-based strategies and ability to implement them effectively
● Expert knowledge of techniques needed to complete effective Functional Behavior Assessments,
Function-based interventions, and Behavior Intervention Plans.
● Extensive knowledge of ABA
● Extensive knowledge of data analysis.
● Performs other related duties, as assigned, to ensure the efficient and effective functioning of the work
unit.
Job Requirements: Minimum Qualifications
Skills, Knowledge, and Abilities
Skills are required to perform multiple, highly complex, technical tasks with a need to upgrade skills to meet
changing job conditions routinely. Specific skill-based competencies required to perform the functions of the
job satisfactorily include the ability to read, analyze, and interpret educational assessments; apply assessment
instruments; be able to conduct and interpret statistical analyses; operate standard office equipment, including
using pertinent software applications; and prepare and maintain accurate records.
Knowledge is required to perform basic math, including calculations using fractions, percents, and/or ratios;
read technical information, compose various documents, and/or facilitate group discussions; and analyze
situations to define issues and draw conclusions. Specific knowledge-based competencies required to perform
the job functions satisfactorily include appropriate codes, policies, regulations, and/or laws; age-appropriate
activities; social skill implementation; interpreting highly technical information; stages of child development;
and behavioral management strategies.
Ability is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use
job-related equipment. Flexibility is required to work with others in various circumstances, work with data
utilizing defined but different processes, and operate equipment using standardized methods. Ability is also
required to work with diverse individuals and/or groups, work with various data, and utilize job-related
equipment. Independent problem-solving is required to analyze issues and create action plans. Problem-solving
with data frequently requires independent interpretation of guidelines, and problem-solving with equipment is
moderate. Specific ability-based competencies required to perform the functions of the job satisfactorily include
establishing and maintaining constructive relationships; setting high expectations for self and others; setting
priorities and monitoring progress toward goals; collaborating and communicating effectively with internal and
external stakeholders; meeting deadlines and schedules; adapting to changing work priorities; maintaining
confidentiality; exhibiting tact and patience; and working flexible hours.
Responsibility
Responsibilities include working under limited supervision using standardized practices and/or methods,
directing other persons within a small work unit to achieve organizational objectives, and operating within a
defined budget. Utilization of resources from other work units is often required to perform the job's functions.
There is some opportunity to impact the organization’s services significantly.
Working Environment
The usual and customary methods of performing the job's functions require the following physical demands:
occasional lifting, carrying, pushing, and/or pulling, significant stooping, kneeling, crouching, and/or crawling,
and significant fine finger dexterity. Generally, the job requires 10% sitting, 40% walking, and 50% standing.
The job is performed under some temperature extremes and conditions with some exposure to the risk of injury
and/or illness.
Attendance
Consistent and regular attendance is an essential function of this position.
Experience Education
Job-related experience is required: Masters degree in a job-related area is required,
Implementing and following Behavior emphasis in ABA is preferred.
Improvement Plans (BIP), conducting Functional
Behavior Assessments (FBA), experience working
with students demonstrating behavioral/social-
emotional concerns; 2 or more years of experience
as a BCBA is preferred.
Certificates and Licenses
ABA certification and/or BCBA certification
preferred
Continuing Education/Training Clearances
State Required Professional Development Hours FBI Fingerprint and Family Care Registry
FLSA Status Approval Date Salary Grade
Exempt 5/8/2024 Certified
The purpose and utilization of job descriptions in Fulton 58 Public Schools are to ensure the essential functions
of each position are articulated to create a clear understanding of job expectations for the incumbent while also
providing a framework for enhancing the recruiting, hiring, and retention of employees.
The job of the Board Certified Behavior Analyst/Behavior Specialist is to lead and support district staff
members to ensure that effective and efficient behavioral intervention and support systems are in place to
provide continuous improvement in academics and behavior for students demonstrating behavioral concerns.
This individual serves as a liaison for the central office and members of the learning community in various
aspects of the instructional program.
This job reports to the Director of Special Services and the Director of Student Services.
Essential Functions
● Assists staff members by modeling positive behavior intervention strategies in classrooms/settings as
requested.
● Attends conferences and/or meetings related to district goals for student behavior.
● Collaborate with administrators and staff to develop and implement programs, policies, and best
practices related to instruction using the principles of Applied Behavior Analysis (ABA).
● Collaborate with administrators and staff to identify students/classes with behavioral concerns, design
data collection systems, analyze student/school/district data, and monitor implementation and
effectiveness of behavioral supports.
● Consult with building administrators and teams for implementation of behavior supports and plans.
● Facilitate District Student Support Teams.
● Keeps current on effective strategies in the student discipline/behavioral management/Applied
Behavioral Analysis fields and related legal regulations and board policies.
● Maintain a record of communication and compliance with FERPA and all federal/state confidentiality
laws.
● Participates in various meetings (e.g., IEP, evaluations, 504, etc.) to gather, analyze, and convey data to
assist students, parents, and school teams.
● Provides professional development support, assistance, staff development, and coaching as requested to
district staff per principles of ABA, best practices, and federal and state regulations and laws.
● Provides support and leadership to district staff in developing and implementing Functional Behavior
Assessments, Behavior Intervention Plans, ABA programs, and/or other appropriate programs for
students who present with behavior/learning challenges.
● Serves as a consultant to administrators, social workers, counselors, and parents.
● Willing to be trained in Crisis Prevention Intervention (CPI).
Other Functions
● Ability to work collaboratively with team members.
● Demonstrate ability to plan and evaluate strategies
● Demonstrates exceptional skill in teacher leader roles: collaborator, action research, reflective
practitioner, and focuses on learner needs.
● Effective written and verbal communication skills.
● Exceptional knowledge in the use of assessment and assessment data to inform instruction and plans for
individual students
● Experience in working with students who need extensive support within social-emotional behavior
realms.
● Expert knowledge of Function-Based intervention planning for developing behavior change strategies
focusing on reducing problem behavior and increasing more appropriate behavior.
● Expert knowledge of research-based strategies and ability to implement them effectively
● Expert knowledge of techniques needed to complete effective Functional Behavior Assessments,
Function-based interventions, and Behavior Intervention Plans.
● Extensive knowledge of ABA
● Extensive knowledge of data analysis.
● Performs other related duties, as assigned, to ensure the efficient and effective functioning of the work
unit.
Job Requirements: Minimum Qualifications
Skills, Knowledge, and Abilities
Skills are required to perform multiple, highly complex, technical tasks with a need to upgrade skills to meet
changing job conditions routinely. Specific skill-based competencies required to perform the functions of the
job satisfactorily include the ability to read, analyze, and interpret educational assessments; apply assessment
instruments; be able to conduct and interpret statistical analyses; operate standard office equipment, including
using pertinent software applications; and prepare and maintain accurate records.
Knowledge is required to perform basic math, including calculations using fractions, percents, and/or ratios;
read technical information, compose various documents, and/or facilitate group discussions; and analyze
situations to define issues and draw conclusions. Specific knowledge-based competencies required to perform
the job functions satisfactorily include appropriate codes, policies, regulations, and/or laws; age-appropriate
activities; social skill implementation; interpreting highly technical information; stages of child development;
and behavioral management strategies.
Ability is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use
job-related equipment. Flexibility is required to work with others in various circumstances, work with data
utilizing defined but different processes, and operate equipment using standardized methods. Ability is also
required to work with diverse individuals and/or groups, work with various data, and utilize job-related
equipment. Independent problem-solving is required to analyze issues and create action plans. Problem-solving
with data frequently requires independent interpretation of guidelines, and problem-solving with equipment is
moderate. Specific ability-based competencies required to perform the functions of the job satisfactorily include
establishing and maintaining constructive relationships; setting high expectations for self and others; setting
priorities and monitoring progress toward goals; collaborating and communicating effectively with internal and
external stakeholders; meeting deadlines and schedules; adapting to changing work priorities; maintaining
confidentiality; exhibiting tact and patience; and working flexible hours.
Responsibility
Responsibilities include working under limited supervision using standardized practices and/or methods,
directing other persons within a small work unit to achieve organizational objectives, and operating within a
defined budget. Utilization of resources from other work units is often required to perform the job's functions.
There is some opportunity to impact the organization’s services significantly.
Working Environment
The usual and customary methods of performing the job's functions require the following physical demands:
occasional lifting, carrying, pushing, and/or pulling, significant stooping, kneeling, crouching, and/or crawling,
and significant fine finger dexterity. Generally, the job requires 10% sitting, 40% walking, and 50% standing.
The job is performed under some temperature extremes and conditions with some exposure to the risk of injury
and/or illness.
Attendance
Consistent and regular attendance is an essential function of this position.
Experience Education
Job-related experience is required: Masters degree in a job-related area is required,
Implementing and following Behavior emphasis in ABA is preferred.
Improvement Plans (BIP), conducting Functional
Behavior Assessments (FBA), experience working
with students demonstrating behavioral/social-
emotional concerns; 2 or more years of experience
as a BCBA is preferred.
Certificates and Licenses
ABA certification and/or BCBA certification
preferred
Continuing Education/Training Clearances
State Required Professional Development Hours FBI Fingerprint and Family Care Registry
FLSA Status Approval Date Salary Grade
Exempt 5/8/2024 Certified
The purpose and utilization of job descriptions in Fulton 58 Public Schools are to ensure the essential functions
of each position are articulated to create a clear understanding of job expectations for the incumbent while also
providing a framework for enhancing the recruiting, hiring, and retention of employees.
