Board Certified Behavior Analyst - Beginning with the 2024/25 School year

• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers all to support you and your students.
• Salary Advance Provision for Newly Hired Full-Time (1.0 FTE) Licensed Staff

• 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

• Collect, graph and analyze student data from functional behavior assessment (FBA) and write report summarizing results
• Taking a leadership role in consulting, collaboration 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
• Assist 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

• 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

• 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
• Work collaboratively with colleagues, families and community service providers (BCBAs, SLPs, advocates, private tutors, etc.) to ensure successful outcomes across different settings between school and home setting
• Participate in IEP meetings as directed by the Director of Special Education
• 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

• 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
• Provide other district and building specific training related to behavior, as needed
• 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

• 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
• 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 live coaching to program staff
• Classroom Learning Environment

• Support teams with development of materials for behavior support 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
• Perform other related duties as assigned by Special Education administrators, Superintendent and the Board of Education

• Ability to communicate effectively with parents, students, teachers, administration and
• Ability to maintain emotional control under
• Ability to use email and office equipment
• Ability to work with students individually or in group

• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, field trips; exposure to; temperatures (hot, warm, cool, cold), and exposure to mowed grass.
• Regular work

Rantoul Elementary Schools