Job Description:

Location: Leidal Education Center
Department: Special Education
Reports To: Director of Special Education
Term: Ongoing 210-day contract following the school calendar.
Position is grant-funded through 2027.
Schedule: Mon-Fri Full-time

SUMMARY: The Behavior Analyst - Specialized Programs role operates within the West Fargo Public Schools district by promoting and implementing positive learner behavior strategies. The Behavior Analyst drives meaningful changes for positive learner behavior in Special Education Specialized Programs across the district by collaborating with educators and administrators and acting as a reflective practitioner and learner advocate. The Behavior Analyst uses data and expert-level knowledge to implement and adopt changes and new practices across the district. The Behavior Analyst demonstrates adaptability, self-initiative, and the ability to integrate seamlessly into diverse teams and organizational cultures. This position is funded by the School-Based Mental Health grant, which strongly focuses on learner services.
 
The Behavior Analyst role collaborates with a highly skilled and motivated team of professionals including other Board-Certified Behavior Analysts (BCBAs), Speech Language Pathologists, School Psychologists, and Educators. 

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
Partners with school and specialized program teams to promote positive learner behavior by providing professional development targeting research, strategies, and modeling of instructional practices to support educators in their implementation of positive behavior support in their classrooms.
Partners alongside Individualized Education Program (IEP) teams to develop Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) to support individual learners.
Develops positive, effective working relationships with learners and staff.
 
Communication:
Supports training district staff on behavioral practices and implementation in a school setting.
Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Compassion:
Creates inclusive, compassionate, skill building focused learning environments.
Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
Partners with others to resolve potential controversy and conflict through respectful discussion.
Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
Builds classroom systems focused on reaching the many vs. The few. 
Creates engaging and educational focus groups, trainings, learning communities. 
Connects with team members and shares ideas in an effort to improve the overall learner and educator experience.
Excels as a creative problem-solver, bringing innovative ideas and a capacity for thinking outside the box.
Critical Thinking:
Identifies, trains, and implements assessments that best represent the needs of the classroom (AIM, ABLLS, AFLS, VB-MAPP). 
Demonstrates expert knowledge of function-based intervention planning for developing behavior change strategies focused on reducing problem behavior and increasing socially adaptive behavior.
Demonstrates expert knowledge of techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function–based interventions, and Positive Behavioral Support Plans (PBSP).
Demonstrates expert knowledge in research-based instructional strategies and implements strategies effectively.
Analyzes and interprets information to promote data-based decision making.
Knowledge of application of behavior analytic principles in a variety of settings.
Demonstrates knowledge and willingness to learn special education law and practices.
Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
Maintains composure while dealing with stressful situations.
Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
Proactively implements effective time management and work prioritization strategies.
Develops and oversees social emotional learning and program oversight of the specialized program including educator and learner training around curriculum and instruction.
Actively seeks out work and tasks that need to be completed
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
The specific vision abilities required for this role include close and peripheral vision.
The employee may be required to lift up to ~30 pounds.
The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
The employee will work in an environment that has a quiet to loud noise level.
 
Education and/or Experience:
Master's Degree in Applied Behavior Analysis, Special Education, or related degree with an emphasis on behavioral theory and interventions or similar field.
Board-Certified Behavior Analyst or State-Licensed Behavior Analyst.
Minimum of three years of work experience with individuals with mental illness or related concerns.
Preferred experience in a leadership position. 
Demonstrated knowledge of, and experience implementing, techniques needed to successfully complete effective (FBAs), function–based interventions, and Positive Behavioral Support Plans (PBSP) is preferred. 
Valid North Dakota Teaching license is preferred but not required.
 
Language Skills:
Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
Exercise confidentiality, discretion, and good judgment.
Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
None.

Salary: Position follows the 2024-2025 Classified Salary Schedule at C433. Starting salary begins at $32.70-$36.00/hour, based on experience.

To Apply: Please complete the application and include three references.