District Behavioral Specialist-BCBA

Clarke County School District; Georgia; On-site; USD 65,000 - 95,000; Full time

Job summary

Clarke County School District in Georgia is seeking a District Behavioral Specialist on Special Assignment to reduce disproportionality in behavioral outcomes. The role conducts FBA, develops BIPs, and delivers equity-centered behavioral support across schools.

The incumbent leads in-service training for faculty and staff, applying data-driven decisions and culturally responsive practices. The position requires BCBA certification and three years of teaching experience, with a master’s degree or

Qualifications

• Requires BCBA certification and experience in applied behavior analysis.
• Experience implementing FBA, BIP, and data-driven decision making preferred.
• Observational and data-collection skills with ability to develop and monitor behavioral plans.

Responsibilities

• Develops and implements behavior management techniques and BIPs to support safe, inclusive learning environments.
• Monitors BIP implementation using data collection and progress graphs.
• Collaborates with teachers and families to implement evidence-based interventions.
• Provides professional development on trauma-informed practices, FBAs/BIPs, data collection, and Mindset.
• Supports crisis debriefs and participates in PBIS team activities.
• Documents reporting requirements and maintains confidentiality of student data.

Skills

BCBA Experience

ABA Experience

Education

Master's degree or higher in education, psychology, behavior analysis, or related field

BCBA Certification Required

Job description

Overall Purpose:

• BCBA Experience Required
• ABA Experience Preferred

Supervisor

Executive Director of Exceptional Programs

Overall Purpose:

The role of the District Behavioral Specialist on Special Assignment exists to reduce disproportionality in behavioral outcomes across the school district by delivering targeted, equity-centered behavioral support services. This includes conducting in-depth behavioral observations, Functional Behavioral Assessments (FBA), and developing responsive Behavior Intervention Plans (BIP) that re?ect the diverse needs of students. The specialist leads in-service training for faculty and sta? to build capacity in culturally responsive practices, data-informed decision-making and inclusive behavior management strategies. Through collaborative consultation with educators, administrators, and community partners, the specialist fosters systemic change that promotes equitable access to educational opportunities and mental health supports for all students—especially those historically overrepresented in exclusionary discipline.

• BCBA Experience Required
• ABA Experience Preferred

Direct Supervisor

Executive Director of Exceptional Programs

Essential Functions

• Coordinates the development and implementation of appropriate behavior management techniques/behavior intervention plans for the purpose of providing a safe and e?ective educational environment for students with challenging behaviors.
• Monitors behavior intervention plan implementation for students through collection of data to ensure student success.
• Develops and maintains behavior data and creates graphical data representations and reports for progress monitoring of students.
• Collaborates with teachers, administrators, and parents to provide research-based and/or peer-reviewed interventions.
• Works collaboratively with administrators to identify professional development needs regarding e?ective interventions, trauma-informed care, FBAs/BIPs processes, data collection processes, MindSet, etc.
• Assists with student crisis
• Assists in debrie?ng crisis teams in situations in which advanced control procedures are
• Completes all reporting requirements as mandated by the district (i.e. restraint and seclusion, assessments, behavioral data).
• Serves as a member of the schools PBIS Team
• Collaborates with school administrators, counselor, behavior interventions, psychologist, social worker and other sta? to ensure a cohesive wrap around support plan is developed and implemented for students with challenging behaviors
• Keeps abreast of new developments in the ?eld through research, sta? development, and attendance at conferences.

Performs other related duties as assigned for the purpose of ensuring the e?cient and e?ective functioning of the work unit.

Competencies

• Skills-based Competencies

Required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Speci?c skill-based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices and procedures; analyzing data; applying physical restraint practices; facilitating meetings; operating standard o?ce equipment and o?ce technology; planning and managing projects; preparing and maintaining accurate records; using curriculum and instructional techniques.

Knowledge-based Competencies

Required to perform basic math, including calculations using fractions, percentages, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to de?ne issues and draw conclusions. Speci?c knowledge-based competencies required to satisfactorily perform the functions of the job include: age appropriate activities/behaviors; assessment instruments and techniques; classroom instructional media and technology; cultural di?erences of student population; health standards and hazards; job-related codes/laws/rules/regulations/policies; knowledge of community resources; methods of instruction and training; recordkeeping and record retention practices; school safety and security practices; stages of child development; treatment modalities.

Ability-based Competencies

Required to schedule a number of activities, meetings, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to work with others in a variety of circumstances; work with data utilizing de?ned but di?erent processes; and operate equipment using de?ned methods. Ability is also required to work with a diversity of individuals and/or groups; work with similar types of data; and utilize speci?c, job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited. Speci?c ability-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with persons of diverse backgrounds; dealing with frequent interruptions; maintaining con?dentiality; meeting deadlines and schedules; organizing tasks; setting priorities; working as part of a team; working with detailed information/data; working with frequent interruptions.

Requirements

Three (3) years’ successful teaching experience

Master’s degree or higher in education, psychology, behavior analysis, or related ?eld Board Certi?ed Behavior Analyst Required

Physical Requirements

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and signi?cant ?ne ?nger dexterity. Generally, the job requires 20% sitting, 40% walking, and 40% standing.

Continuing Education/Training

Maintains all certications and licenses