2026-2027 School Year: Board Certified Behavior Analyst

Sylvania; Marshall (MI); On-site; USD 70,000 - 100,000; Full time

Benefits offered by this job

Medical insurance

Job summary

Marshall Public Schools in Michigan is seeking a Board Certified Behavior Analyst (BCBA) to deliver integrated behavioral supports across elementary programming, including MTSS and IEP services. The BCBA will collaborate with general and special education teams and school administrators to ensure consistent behavior support implementation across tiers.

The role focuses on data-driven decision making, FBA/BIP processes, and alignment with IDEA, FAPE, and LRE, with the goal of improving student

Qualifications

• Master’s degree in ABA, psychology, education, or related field.
• BCBA certification is required.
• Experience in school-based settings preferred.

Responsibilities

• Conduct Functional Behavior Assessments (FBAs).
• Develop, write, and revise Behavior Intervention Plans (BIPs).
• Participate in IEP meetings as a behavior specialist.
• Support Manifestation Determination Review (MDR) processes when applicable.
• Monitor progress on behavior goals and collect data aligned with IEPs.
• Ensure behavior plans align with IDEA, FAPE, and LRE requirements.
• Assist IEP teams in developing measurable, function-based behavior goals.
• Provide recommendations based on FBA results and data.

Skills

BCBA certification

School-based experience

Quantitative data use

IFSP/IEP collaboration

Education

Master’s degree in Applied Behavior Analysis or related field

BCBA certification (required)

Job description

Marshall Public Schools serves over 2,500 PK-13 students across eight (8) school buildings throughout the Marshall and Albion communities. Our district is unique compared to other school systems because of our geographics footprint with the innovative, educational pathways for our students and families. Marshall Public Schools is dedicated to our mission, “To create ONE equitable, inclusive and innovative educational community.”

SUMMARY

The Board Certified Behavior Analyst (BCBA) provides integrated behavioral support across elementary programming, including special education (IEP) services and MTSS systems. This role supports students, staff, and teams in developing effective, data-driven behavior supports that improve student outcomes and increase instructional access.

The BCBA works collaboratively with general education staff, special education teams, and building administrators to ensure consistent implementation of behavior supports across tiers

PRIMARY WORK SETTING

• Special Education Classrooms (including ASD, CI, ELR programs)
• General Education Classrooms (MTSS Tier 2/3 supports)
• Building/District level collaboration meetings

JOB QUALIFICATIONS

• Master’s degree in Applied Behavior Analysis, Psychology, Education, or related field
• Board Certified Behavior Analyst (BCBA) certification (required)
• Experience in school-based settings preferred
• Strong knowledge of:
  • Applied Behavior Analysis (ABA)
  • Special education law (IDEA)
  • MTSS/PBIS frameworks
  • Functional behavior assessment and intervention design
• School-based BCBA experience, preferred
• Strong collaboration with IEP teams, preferred
• Experience supporting behavior systems, preferred

SPECIFIC RESPONSIBILITIES

1. Special Education/IEP Behavior Support

• Conduct Functional Behavior Assessments (FBAs)
• Develop, write, and revise Behavior Intervention Plans (BIPs)
• Participate in IEP meetings as a behavior specialist
• Support Manifestation Determination Review (MDR) processes when applicable
• Monitor progress on behavior goals and collect data aligned with IEPs
• Ensure behavior plans align with IDEA, FAPE, and Least Restrictive Environment (LRE) requirements
• Assist IEP teams in developing measurable, function-based behavior goals
• Provide recommendations aligned with FBA results and behavioral data
• Review and provide feedback on behavior goals for (1) measurability and (2) alignment to student need

2. MTSS/Tiered Behavior Systems

• Support development and implementation of MTSS behavior frameworks (Tier 1–3)
• Provide consultation for Tier 2 and Tier 3 interventions
• Assist building teams in identifying students needing targeted behavior support
• Help design group and individualized behavior interventions
• Support data systems for behavior tracking and decision-making

3. Data & Systems Work

• Analyze behavioral data to guide decision-making
• Support district/building PBIS structures and behavior systems
• Assist in identifying trends and system-level needs
• Collaborate with administrators on school wide behavior supports

4. Collaboration

• General education teachers
• Special education teachers
• School psychologists
• Social workers
• Administrators
• Related service providers

5. Other

• Demonstrate an understanding of the district's mission, vision and strategic priorities and actively works to advance them through daily practice and professional conduct
• Contribute to the culture and climate of the district by modeling its core values, fostering a collaborative and inclusive environment and serving as a committed representative of the district's identity and purpose in all interactions with students, families, staff and the broader community
• Maintain professional competence through in-service education activities provided by the district and/or self-selected professional growth activities
• Read and be familiar with the School Student Handbook and Policy Manual of Marshall Public Schools; strict compliance with all rules, regulations and policies is required
• Establish and maintain effective relationships with students, peers, and parents
• Perform other related duties that may be assigned by the building principal

CONTRACT YEAR/HOURS

200 days; M-F 8:00 am - 4:00 pm

BENEFITS

• Medical, dental, vision and life