K-5 Behavior Analyst​/Interventionist

K-5 BEHAVIOR ANALYST / INTERVENTIONIST

Department: Pupil Services / Elementary Education

Reports To: Building Principal, Director of Special Education, or Assistant Superintendent

FLSA Status: Exempt

Bargaining Unit: Non-bargaining unit, professional support position (per district classification)

Work Year: 10-month, per district professional calendar

Work Location: Elementary building(s), K-5, with possible cross-building assignment

The K-5 Behavior Analyst/Interventionist provides direct and indirect behavioral support to elementary students, staff, and families to promote positive behavior, reduce barriers to learning, and strengthen school-wide systems of behavioral support. The position combines functional behavior assessment, individualized intervention planning, data-based decision-making, and coaching of classroom staff within a Multi-Tiered System of Support (MTSS) framework. The Behavior Analyst/Interventionist works collaboratively with building administrators, school counselors, special education staff, and families to build sustainable, proactive behavior systems at the classroom and building level.

• Conduct Functional Behavior Assessments (FBAs) and develop data-driven Behavior Intervention Plans (BIPs) for identified students in collaboration with school psychologists, special education staff, and families.
• Provide direct behavioral intervention and coaching to individual students and small groups, using evidence-based strategies (e.g., positive behavior supports, social skills instruction, self-regulation strategies, de-escalation techniques).
• Support classroom teachers in implementing behavior plans with fidelity, including modeling strategies, co‑teaching, and providing in‑the‑moment coaching.
• Collect, graph, and analyze behavioral data to monitor student progress and adjust interventions; present data summaries at MTSS/Student Assistance Team (SAP) and IEP meetings as appropriate.
• Assist in the design, implementation, and monitoring of building‑wide Positive Behavioral Interventions and Supports (PBIS) systems, including Tier 1 universal expectations, Tier 2 targeted interventions, and Tier 3 individualized supports.
• Participate in crisis prevention and de‑escalation response as part of the building's behavioral support team; support development and implementation of safety plans when needed.
• Train and coach paraprofessionals, classroom teachers, and other staff on behavior management strategies, trauma‑informed practices, and de‑escalation techniques.
• Collaborate with school counselors, school psychologists, and outside agencies (e.g., wraparound, mobile therapy, IU behavioral health providers) to coordinate services for students with significant behavioral needs.
• Communicate regularly with parents/guardians regarding student behavioral progress, home‑school strategies, and available resources.
• Maintain accurate, confidential documentation of assessments, interventions, and progress data in compliance with FERPA, IDEA, and district policy.
• Participate in IEP and 504 meetings for students with behavioral goals, providing data and recommendations for programming.
• Support building administration in developing proactive, non‑exclusionary responses to behavior incidents, consistent with district discipline policy and applicable law.
• Assist in identifying professional development needs related to behavior support and contribute to staff training sessions.
• Perform other duties as assigned by the Building Principal or Director of Pupil Services.

• Bachelor's degree required in Applied Behavior Analysis, Special Education, School Psychology, Counseling, Social Work, or a closely related field;
  Master's degree preferred.
• Pennsylvania certification or licensure appropriate to the role (e.g., Board Certified Behavior Analyst (BCBA), Board Certified Assistant Behavior Analyst (BCaBA), PA Educational Specialist Certificate, or equivalent), or eligibility to obtain within a specified timeframe as determined by the district.
• Experience working with elementary‑age students in a school or clinical behavioral setting.
• Demonstrated…