2025-26 District Calendar (link)

• Fulton's calendar has 166 student days and 179 staff days.
• Snow days are built into our calendar and will not be made up.
• School begins on August 20, 2025, and ends on May 21, 2026.
• There are several planned breaks throughout the year:
• October 31
• November 24-28
• December 22-January 2
• March 23-27
• April 3-6

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Start Date
July 1, 2025
 

Purpose Statement

The job of the Board Certified Behavior Analyst/Behavior Specialist is to lead and support district staff members to ensure that effective and efficient behavioral intervention and support systems are in place to provide continuous improvement in academics and behavior for students demonstrating behavioral concerns.  This individual serves as a liaison for the central office and members of the learning community in various aspects of the instructional program.

This job reports to the Director of Special Services and the Director of Student Services.

Essential Functions 

• Assists staff members by modeling positive behavior intervention strategies in classrooms/settings as requested.
  
  
• Attends conferences and/or meetings related to district goals for student behavior.
  
  
• Collaborate with administrators and staff to develop and implement programs, policies, and best practices related to instruction using the principles of Applied Behavior Analysis (ABA).
  
  
• Collaborate with administrators and staff to identify students/classes with behavioral concerns, design data collection systems, analyze student/school/district data, and monitor implementation and effectiveness of behavioral supports.
  
  
• Consult with building administrators and teams for implementation of behavior supports and plans.
  
  
• Facilitate District Student Support Teams.
  
  
• Keeps current on effective strategies in the student discipline/behavioral management/Applied Behavioral Analysis fields and related legal regulations and board policies.
  
  
• Maintain a record of communication and compliance with FERPA and all federal/state confidentiality laws.
  
  
• Participates in various meetings (e.g., IEP, evaluations, 504, etc.) to gather, analyze, and convey data to assist students, parents, and school teams.
  
  
• Provides professional development support, assistance, staff development, and coaching as requested to district staff per principles of ABA, best practices, and federal and state regulations and laws.
  
  
• Provides support and leadership to district staff in developing and implementing Functional Behavior Assessments, Behavior Intervention Plans, ABA programs, and/or other appropriate programs for students who present with behavior/learning challenges.
  
  
• Serves as a consultant to administrators, social workers, counselors, and parents.
  
  
• Willing to be trained in Crisis Prevention Intervention (CPI).
  
  

Other Functions

• Ability to work collaboratively with team members.
  
  
• Demonstrate ability to plan and evaluate strategies.
  
  
• Demonstrates exceptional skill in teacher leader roles: collaborator, action research, reflective practitioner, and focuses on learner needs.
  
  
• Effective written and verbal communication skills.
  
  
• Exceptional knowledge in the use of assessment and assessment data to inform instruction and plans for individual students.
  
  
• Experience in working with students who need extensive support within social-emotional behavior realms.
  
  
• Expert knowledge of Function-Based intervention planning for developing behavior change strategies focusing on reducing problem behavior and increasing more appropriate behavior.
  
  
• Expert knowledge of research-based strategies and ability to implement them effectively.
  
  
• Expert knowledge of techniques needed to complete effective Functional Behavior Assessments, Function-based interventions, and Behavior Intervention Plans.
  
  
• Extensive knowledge of ABA Extensive knowledge of data analysis.
  
  
• Performs other related duties, as assigned, to ensure the efficient and effective functioning of the work unit.

Job Requirements: Minimum Qualifications

Skills, Knowledge and Abilities

Skills are required to perform multiple, highly complex, technical tasks with a need to upgrade skills to meet changing job conditions routinely. Specific skill-based competencies required to perform the functions of the job satisfactorily include the ability to read, analyze, and interpret educational assessments; apply assessment instruments; be able to conduct and interpret statistical analyses; operate standard office equipment, including using pertinent software applications; and prepare and maintain accurate records.

Knowledge is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose various documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to perform the job functions satisfactorily include appropriate codes, policies, regulations, and/or laws; age-appropriate activities; social skill implementation; interpreting highly technical information; stages of child development; and behavioral management strategies.

Ability is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in various circumstances, work with data utilizing defined but different processes, and operate equipment using standardized methods. Ability is also required to work with diverse individuals and/or groups, work with various data, and utilize job-related equipment. Independent problem-solving is required to analyze issues and create action plans. Problem-solving with data frequently requires independent interpretation of guidelines, and problem-solving with equipment is moderate. Specific ability-based competencies required to perform the functions of the job satisfactorily include establishing and maintaining constructive relationships; setting high expectations for self and others; setting priorities and monitoring progress toward goals; collaborating and communicating effectively with internal and external stakeholders; meeting deadlines and schedules; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours.

Responsibility
Responsibilities include working under limited supervision using standardized practices and/or methods, directing other persons within a small work unit to achieve organizational objectives, and operating within a defined budget. Utilization of resources from other work units is often required to perform the job's functions. There is some opportunity to impact the organization’s services significantly.

Working Environment 

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, significant stooping, kneeling, crouching, and/or crawling, and significant fine finger dexterity. Generally, the job requires 10% sitting, 40% walking, and 50% standing. The job is performed under some temperature extremes and conditions with some exposure to the risk of injury and/or illness.

Attendance

Consistent and regular attendance is an essential function of this position. 

Experience 

Job-related experience within a specialized field is required. Implementing and following Behavior Improvement Plans (BIP), conducting Functional Behavior Assessments (FBA), and experience working with students demonstrating behavioral/social-emotional concerns; 2 or more years of experience as a BCBA is preferred.

Education
A master's degree in a job-related area is required, and emphasis in ABA is preferred.

Certificates and Licenses 
ABA certification and/or BCBA certification preferred.

Continuing Education/Training

State Required Professional Development Hours.

Clearances  

FBI Fingerprint and Family Care Registry

FLSA Status

Exempt

Approval Date

5/8/2024

Salary Grade 
Certified

The purpose and utilization of job descriptions in Fulton 58 Public Schools are to ensure the essential functions of each position are articulated to create a clear understanding of job expectations for the incumbent while also providing a framework through which the recruiting, hiring, and retaining of employees may be enhanced.