Board Certified Behavior Analyst (BCBA)

Reports To: Executive Director of Diverse Learners and Whole Child Support / Building Principal

Contract Length: 252 Days

Exempt/Nonexempt: Exempt

Department: Diverse Learners and Whole Child Support

Reynoldsburg City Schools is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. At Reynoldsburg, our educators embody the principles outlined in Our Portrait of an Educator, inspiring students to innovate, collaborate, and excel. For more information, visit https://www.reyn.org/about-rcs/mission-vision-values.

Primary Job Function:

The Reynoldsburg City Schools' Board Certified Behavior Analyst (BCBA) is responsible for providing high-level behavioral expertise to support students with complex learning and behavioral needs. This role focuses on the development, implementation, and monitoring of evidence-based interventions to ensure students succeed in the Least Restrictive Environment (LRE) in accordance with federal and Ohio state law.

Minimum Qualifications:

• Master's Degree in Applied Behavior Analysis, Psychology, Special Education, or a related field.
• Current certification as a Board Certified Behavior Analyst (BCBA) in good standing.
• Valid Ohio Department of Education (ODE) Educator License (e.g., Pupil Services, School Psychologist, or Teaching license with appropriate endorsements).
• Demonstrated experience working with school-based teams and implementing ABA in a K-12 setting.
• Ability to pass BCI/FBI criminal background checks.

Preferred Qualifications:

• Experience in supervising Registered Behavior Technicians (RBTs).
• Prior experience with Ohio's IEP and ETR processes (Special Education Task Force requirements).
• Training in crisis intervention (e.g., CPI or PCM).

Essential Duties and Responsibilities:

Primary functions may include the following duties, responsibilities, skills, abilities, and other characteristics. This list of tasks is ILLUSTRATIVE ONLY and is not intended to be a comprehensive listing of tasks performed by all positions within this classification.

OTES Instructional Leadership & Professionalism

• Focus for Learning: Uses data from FBAs and student performance to set measurable behavioral goals that align with the student''s Individualized Education Program (IEP).
• Knowledge of Students: Analyzes student social, emotional, and cognitive development to tailor interventions that respect diverse backgrounds and learning styles.
• Lesson Delivery & Assessment: Designs and models evidence-based behavioral strategies for classroom teachers to ensure the fidelity of Behavior Support Plans (BSP).
• Professionalism: Maintains the ethical standards of the Behavior Analyst Certification Board (BACB) and participates in professional development to remain current in Ohio School Law and special education trends.

Behavioral Assessment & Intervention

• Conducts and oversees Functional Behavior Assessments (FBA) to identify the function of challenging behaviors.
• Develops comprehensive, data-driven Behavior Support Plans (BSP) and integrates them into the student's IEP/504 plan.
• Provides task analysis of learning and behavior performance to identify barriers to student success.
• Collaborates with district administrators on the individualized School Plan of Support.

Collaboration & Supervision

• Serves as a key member of the Multi-Tiered System of Supports (MTSS) and Special Education teams.
• Supervises and provides competency-based training for staff seeking or maintaining certification as Registered Behavior Technicians (RBT).
• Provides ongoing Professional Development to staff regarding classroom management, de-escalation, and reinforcement schedules.
• Acts as a liaison between the district, parents, and community resources to ensure continuity of care for students.

Knowledge, Skills and Abilities

Knowledge of:

• Applied Behavior Analysis (ABA) principles and ethical compliance codes.
• Ohio Operating Standards for the Education of Children with Disabilities.
• Individuals with Disabilities Education Act (IDEA) and Section 504 regulations.

Skilled in:

• Data collection, graphing, and visual analysis of behavioral trends.
• Effective listening, professional writing, and concise verbal communication.
• Organizing and prioritizing caseloads across multiple school buildings.

Ability to:

• Work under pressure and handle confidential matters with sound judgment.
• Facilitate conflict resolution between staff, parents, and students.
• Integrate special needs students into the general education setting successfully.

PHYSICAL DEMANDS & WORKING CONDITIONS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions in keeping with law.

Physical Demands - While performing the duties of this job, the employee is regularly required to communicate with others. The employee is required to sit or stand and move around for extended periods of time. While performing the duties of this job the employee must be able to push, pull, lift and carry over 25 pounds on occasion.

Working Conditions - The employee in this position may experience occasional exposure to blood, bodily fluids and tissue. The employee may also be required to interact with unruly children.

Driving Requirement - This position may require driving to various school sites or events.

This job description is subject to change and in no manner states or implies that these are the only duties and responsibilities to be performed by the employee. The employee will be required to follow the instructions and perform the duties required by the employee's supervisor and or appointing authority.