Board Certified Behavior Analyst - Beginning with the 2026/27 School year

About the role

Rantoul City Schools #137 is hiring Board Certified Behavior Analysts (BCBA). The minimum starting salary is $56,250.00 with a maximum of $107,890.88. The job goal is to provide behavioral consultation and coaching to programs to support teams in meeting the individual needs of students.

Responsibilities

• Assessment & Evaluation:
  • Collect, graph, and analyze student data from functional behavior assessment (FBA)
  • Write reports summarizing results
  • Take a leadership role in consulting, collaborating, and supporting school teams in conducting FBA’s and developing and implementing student Behavior Intervention Plans (BIPs) with fidelity
  • Complete other assessments in collaboration with the multidisciplinary team
  • Afford assistance to teams in adjusting BIPs as needed
  • Attend IEP meetings, as needed, per guidance of Special Education Director, to provide feedback related to assessment results and IEP reductions and replacement goal progress
• Program Assessment & Evaluation:
  • Use program evaluation tools in collaboration with the school-based multidisciplinary teams and district special education leadership to create a quality learning environment
  • Observe and provide feedback related to district mission/vision and specific goals for programs
• Collaboration:
  • Collaborate with interdisciplinary and leadership teams across the district to ensure consistent quality programming
  • Facilitate trainings with program teams, including paraprofessionals
  • Participate in district leadership meetings including: FBA/BIP Committee meetings, Behavioral MTSS meetings as appropriate, and other activities related to meeting the BCBA and SpEd Department goals
  • Consult with general education and special education teachers and special services providers related to individual student needs, including behavior intervention plans, and writing IEP goals
  • Participate in regular meetings with administrators (SpEd & Building level)
  • Collaborate with evaluation and other multidisciplinary teams to review assessment data
  • Collaborate with SpEd administrators to analyze trends and patterns in district-wide data and develop/implement a multi-year plan to improve district outcomes
  • Participate in the district Restraint & Time Out Oversight Team
• Instruction and Program Support:
  • Develop and provide training related to principles of Applied Behavior Analysis to program teams
  • Train teams on implementation of interventions identified by behavior intervention plans
  • 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
  • Support and provide ongoing training to staff related to crisis management (including but not limited to coaching and modeling de-escalation strategies related to crisis behavior)
  • Participate in professional development and continuous learning
  • Provide and facilitate licensure supervision of RCS Registered Behavior Technicians in accordance with all licensure requirements and timelines (non-evaluative supervision)
  • Host and facilitate meetings with district RBTs as needed and directed by Director of Special Education
  • Provide needed licensure supervision to district employees who seek BCBA and/or RBT certification and licensure as directed by the Director of Special Education (non-evaluative supervision)
  • Design data collection and monitoring systems
  • Maintain student/program progress
  • Provide ongoing analysis of behavior data regularly and report individual student and program data trends to teams
  • Perform live coaching to program staff
  • Support and create 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

Qualifications

• Minimum Master's degree in one of the following: School Psychology, Special Education, Social Work, Education or other related field
• Current Board Certified Behavior Analyst (BCBA) Certificate
• Illinois teaching and/or other related service certificate
• Minimum of 3 years successful school experience, ideally working with "at risk" and/or students with behavioral challenges
• Expert knowledge in the application of function-based intervention planning for developing behavior change strategies that focus on reducing problem behavior and increasing appropriate behavior
• Expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function-based interventions, and Behavior Intervention Plans (BIP)
• Knowledge of Conscious Discipline or other trauma-informed approach to school-wide behavior management
• Exceptional knowledge in the use of assessment and assessment data to inform instruction and prescribe work plans for individual students
• Expert knowledge of Registered Behavior Technicians and their licensure requirements