EMMETT SCHOOL DISTRICT #221

JOB DESCRIPTION

JOB TITLE:  Behavior Intervention Program Coordinator

                     District Wide Board Certified Behavior Analyst

REPORT TO:  District Administration and Superintendent

SUMMARY: The District-Wide BCBA serves as the district's lead behavior specialist, providing leadership, coordination, and oversight of a comprehensive, district-wide behavior support program designed to strengthen general education systems and proactively support students experiencing challenges with self-regulation, engagement, and behavioral success in the classroom.

This position is responsible for developing, implementing, and supervising a proactive, function-based behavior support system across the district. The BCBA will lead and supervise a team of Behavior Support Paraprofessionals who provide temporary, targeted intervention at building sites, assist with Functional Behavior Assessments (FBAs), support Behavior Intervention Plan (BIP) implementation, and provide short-term stabilization and skill-building support for students.

The BCBA will oversee behavior plan development, ensure fidelity of implementation, model research-based practices, monitor progress through data analysis, guide placement decisions when needed, and provide ongoing professional development and coaching to district staff. This position may also lead to the development of a district behavior intervention classroom/program designed to provide short-term, structured support for students requiring more intensive intervention before returning successfully to their home school environment.

The overall goal of this role is to build district capacity to support students within general education settings through proactive, data-driven, function-based behavioral supports.

Minimum Qualifications:

• Master's Degree in Applied Behavior Analysis, Education, Psychology, or related field required
• Current Board Certified Behavior Analyst (BCBA) certification required
• Idaho certification (or eligibility) as applicable
• Minimum of three (3) years successful experience implementing function-based behavioral interventions in school settings
• Experience supervising paraprofessionals and/or behavior technicians preferred
• Experience designing and implementing district-level behavior systems preferred
• Strong background in Multi-Tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS)
• Demonstrated expertise in:
  • Conducting Functional Behavior Assessments (FBA)
  • Developing and monitoring Behavior Intervention Plans (BIP)
  • Function-based intervention planning
  • Data collection systems and analysis
  • Training and coaching staff in implementation fidelity
• Knowledge of trauma-informed practices and restorative approaches
• Strong collaboration, leadership, and communication skills
• Demonstrated commitment to inclusive practices and belief that all students can succeed

DUTIES AND RESPONSIBILITIES:

Program Leadership & Development

• Design and implement a district-wide behavior intervention framework aligned with MTSS and PBIS
• Develop procedures for referral, screening, intervention, monitoring, and transition
• Lead the creation and oversight of a district behavior intervention classroom/program
• Establish clear criteria and processes for short-term placement and reintegration
• Monitor district-wide behavioral data trends and make system-level recommendations

Supervision & Team Leadership

• Supervise and provide ongoing coaching to Behavior Support Paraprofessionals
• Develop schedules and deployment plans for behavior support staff across buildings
• Model intervention strategies in classrooms
• Ensure fidelity of FBA/BIP implementation
• Conduct regular check-ins, observations, and performance feedback

Student-Level Support

• Conduct or oversee Functional Behavior Assessments (FBA)
• Develop, revise, and monitor Behavior Intervention Plans (BIP)
• Identify function-based replacement behaviors and skill instruction
• Support crisis prevention planning and de-escalation strategies
• Monitor student progress using data collection systems
• Support transition planning back to full general education placement

Staff Training & Capacity Building

• Provide professional development to teachers, administrators, and support staff
• Train staff in:
  • Function of behavior
  • Reinforcement systems
  • De-escalation strategies
  • Self-regulation instruction
  • Data collection and progress monitoring
• Coach teachers in real-time implementation
• Support building-level PBIS and MTSS teams

Collaboration & Consultation

• Serve as consultant to administrators, teachers, school psychologists, counselors, and support staff
• Participate in RTI, MTSS, and other problem-solving teams
• Collaborate with families to support consistency across school and home
• Support ethical decision-making regarding behavior placements and services

Data & Accountability

• Develop and maintain behavior data tracking systems
• Analyze data to determine intervention effectiveness
• Provide regular progress reports to administration
• Monitor fidelity of implementation
• Ensure documentation meets district, state, and ethical standards

Professional Practice

• Maintain BCBA certification and continuing education requirements
• Adhere to BACB ethical guidelines
• Participate in district leadership initiatives
• Comply with all safety policies and procedures
• Provide leadership through modeling professional, collaborative practice
• Assist teacher in implementation of BIP plans
• Know and follow all district and school policy and chain of command
• Acts ethically and confidentially in all aspects of employment
• Performs such district related duties as assigned by the supervisor

Philosophy

The District-Wide BCBA believes:

• All students can learn appropriate self-regulation and behavioral skills
• Behavior is communication
• Effective intervention must be proactive, explicit, and function-based
• Staff require training, modeling, and ongoing coaching to implement interventions with fidelity
• Data must guide decision-making at all levels
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TERMS OF EMPLOYMENT:

Position contract is contingent on passing a background check to the satisfaction of the superintendent.

The employment period shall be for 173 days that includes 7 legal holidays. Holidays include:

• Labor Day
• Thanksgiving Day
• Christmas Day
• New Year's Day
• Martin Luther King Day
• Presidents Day
• Memorial Day