Special Education Behavior Analyst

Special Education Behavior Analyst for the 2026-27 School Year

• Position Type:
  Student Support Services
• Date Posted: 2/2/2026
• Location:
  
  Districtwide
• Date Available:
  
  08/19/2026

POSITION AVAILABLE FOR THE 2026-27 SCHOOL YEAR

1.0 FTE Behavioral Analyst

District wide position - elementary focus

Salary and benefits based on the current Teacher Contract

189 days

To provide consultation, training, modeling, coaching/mentoring, and ongoing practice of behavior management techniques to district staff.

• Assess and conduct functional behavioral assessments and individual student behavior plans for students in conjunction with building student assistant teams.
• Assist in developing/coordinating student plans in order to increase the likelihood the student will function effectively in the school setting.
• Make contact with building administration and mainstream teachers to support buildings to monitor student behavior and engage in proactive solutions and problem solving.
• Attend student staffing to problem solve and discuss interventions related to the area of concerns for students in Tier 3.
• Provide consultation to buildings as requested for students struggling behaviorally through observation and providing recommendations.
• Make recommendations on collecting data on student progress. Train on data collection procedures for buildings when working with students, teachers, and building administration.
• Collaborate with Special Education Behavior Analysts.
• Work in collaboration with the Coordinator of Early Intervening Services.
• Have a strong understanding of PBIS and MTSS.
• Provide training in de-escalation techniques, FBAs, Social Skills and evidenced based interventions for social emotional learning.
• Provide ongoing consultation, training and modeling to all staff to increase their knowledge and skills in working with students with challenging behaviors.
• Provide support tomiddle schooland high school buildings.
• Complete Functional Behavior Assessments with required team members in buildings.
• Follow necessary procedures.
• Facilitate inclusive opportunities when appropriate.
• Be an advocate for students and assist in carrying out department and school district unified district vision.
• Collaborate with other district specialists.
• Help develop and implement current best practices for PBIS district wide.
• Maintaining data privacy is utmost important in this role.

• Knowledge of the principles of behavioral learning, evaluation techniques, and management techniques are critical in this position.
• In depth knowledge and experience with functional behavioral analysis and positive behavior intervention are preferred.
• The ability/skill to interact cooperatively with a wide range of staff.
• Ability to remain calm in stressful situations.
• The ability to coach/mentor and work alongside of building and district administration, teachers, and educational assistants.
• This position requires a Master's degree in behavioral analysis and/ or a school andboard certification.
• Experience in working with students with significant disabilities and behavioral needs.
• Report to the Director of Student Services.

Apply on-line at  under "Student Services" and include a resume, transcripts, and licenses with your on-line application.

Equal Opportunity Employer

Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the qualifications as described in a job description.

We are most interested in finding the best candidate for the job, and that candidate may be one who comes from a less traditional background. We would encourage you to apply, even if you don't believe you meet every one of our qualifications described.

Equity is one of District 281 core values and is essential to our goal of putting children first to ensure college and career readiness. A diverse workforce fuels innovation and allows us to better understand, communicate with, and educate our students. District 281 will not deny anyone the opportunity for training or employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability, or status with regard to public assistance.