This list contains only the countries for which job offers have been published in the selected language (e.g., in the French version, only job offers written in French are displayed, and in the English version, only those in English).
ESY Behavior Analysts are responsible for maintenance of IEP qualified goals during the ESY period. ESY Behavior Analysts are also required to attend the two days of training and all 15 student contact days; plan and deliver lessons based on IEP qualified goals. Team effectively with colleagues, the site coordinator and parents; supervise children during breakfast, snack and transitions.
Job Responsibility:
Student Assessment and Evaluation: Collect, graph and analyze student data from functional behavior assessment (FBA) and/or functional analysis and write report summarizing the results
Function as the team lead to facilitate the FBA process for students in our ASD programs
Provide leadership in the development of student Behavior Support Plans (BSP) and ensure the fidelity of the implementation of said plans
Complete other assessments, in collaboration with program multidisciplinary team (i.e. VBMAPP, ACE, AFLS, curriculum assessment, etc)
Assist teams in adjusting Behavior Support Plans for students in ASD programs
Attend IEP meetings in which behavior analytic support is indicated in the service delivery statement and/or hold an annual meeting to review and revise BSP with the family and school team
Program Assessment and Evaluation: Use program evaluation tools (such as CDE quality indicators) in collaboration with the school-based multidisciplinary teams and district special education leadership to create a quality learning environment that increases student progress
Implement the district mission/vision and goals related to ASD programs, in order to create consistent quality programming across programs
Collaboration: Collaborate with interdisciplinary and leadership teams across the district to ensure consistent quality autism programming
Co-facilitate trainings with program teams including paraprofessionals
Participates in regularly scheduled meetings, including Intensive Learning Center (ILC) meetings, with program special service providers
Participate in district leadership meetings including: BCBA team meetings, leadership meetings, multidisciplinary peer review, combined provider meetings, and other activities related to meeting BCBA team goals
Consult and collaborate with multi-disciplinary teams related to individual student assessment, current student needs, program development, af FBA’s, BSP’s, and writing and implementing SMART IEP goals
Participate in regular meetings with site based administrator
Provide leadership and participate in multidisciplinary team on assessments (i.e. VbMAPP, ACE curriculum assessment, etc)
Work collaboratively with colleagues, families and community service providers ( BCBA’s, SLP’s, advocates, private tutors etc.) to ensure successful outcomes across school, home and community settings
Training and Staff Development: Develop and provide training related to principles of Applied Behavior Analysis to program teams
Coach and model implementation of interventions identified by behavior support plans and behavior change procedures (fade, shape, prime)
Train staff in using strategies to improve fidelity and reliability of data collection
Give ongoing modeling, feedback, and coaching to program staff related to both student behavior reduction and skill acquisition
Provide other district and site-based training related to behavior, as needed
Support and provide ongoing training to staff related to “in the moment response strategies” for crisis behavior as outlined in the BSP. (including but not limited to coaching and modeling de-escalation strategies related to crisis behavior.)
Participate in professional development and continuous learning
Instruction and Program Support: Monitor student/program progress
Support programs related to ongoing data collection and input
Provide ongoing analysis of behavior data regularly and report individual student and program data trends to teams
Provide coaching and modeling around data collection to program staff
Classroom Learning Environment: Support teams with development of materials for behavior support, verbal behavior and skill training
Support teams in creating classroom environmental structures and teaching strategies that incorporate behavior principles (e.g. antecedent strategies, instructional control, behavior momentum, pacing)
Train staff in skill generalizations procedures to increase inclusion of students in general education environments
Support teams in increasing functional language/communication through the use of verbal behavior programming and approaches
Requirements:
Currently hold a BCBA Adjunct Authorization from the Colorado Department of Education (CDE) or have an adjunct application in process
Currently hold a National BCBA certificate
Completed and submitted BVSD on-line application
Must have a valid CPI certification or will receive certification prior to 5/27/26
Nice to have:
Effective communication and collaboration skills
Knowledge and experience in planning and leading effective adult learning
Ability to structure your own time and manage multiple perspectives
Training in trauma-informed practices and/or restorative practices and experience teaching a social emotional curriculum to students
Bilingual Spanish/English required for Dual Language schools
Minimum of three years experience working in education