Board Certified Behavior Analyst; BCBA

Board Certified Behavior Analyst (BCBA)

Location: Milford School District

Reports To: Director of Special Programs

Starting Date: November 2025

Final date to receive applications: Open Until Filled

The Board Certified Behavior Analyst (BCBA) will develop, implement, and oversee evidence-based behavioral interventions to support individuals with diverse needs. This professional will conduct assessments, design individualized treatment plans, and collaborate with families, educators, and multidisciplinary teams to promote meaningful behavioral and developmental progress. Additionally, the BCBA will support and supervise Registered Behavior Technicians (RBTs) to ensure high-quality implementation of behavior-analytic interventions.

The ideal candidate is analytical, compassionate, and committed to using data-driven strategies that empower individuals to reach their full potential and achieve sustainable, meaningful outcomes.

• Must have a Master’s Degree in Special Education or a related field
• Board Certified Behavior Analyst as credentialed by the BACB
• Experience in psychological and educational testing
• Familiar with state and federal special education regulations

• Provides consultation and intervention regarding behavior management, effective education and assessment of behavioral needs of special education students.
• Possesses the ability to conduct functional behavioral assessments and design, implement and monitor behavior intervention plans.
• Understands State and Federal regulations relative to behavioral requirements and students with disabilities.
• Conducts direct observations and assessments of individual students in their educational environments.
• Develops crisis intervention plans when needed as part of a team.
• Collects baseline and intervention data to evaluate outcomes.
• Serves as the liaison between students receiving special education services and outside providers, private psychiatrists, psychologists, and community agencies.
• Follows students in alternative placements; facilitates transition during referral and reintegration phases.
• Serves as a member of the IEP team for students needing additional emotional support.
• Supports and supervises RBTs, if applicable
• Prepares written reports as needed by district to outside psychiatric professionals/community agencies re: behavioral concerns of identified special education students.
• Consults with school staff on behavior management techniques and information on specific student needs.
• Conducts professional development on training behavior management, progress monitoring, data collection techniques, social skills, or other targeted district needs.
• Becomes familiar with most recent research/practice in applied behavior analysis.
• Provides social skill lessons and materials to teachers, student groups or individual students as needed.
• Designs, implements, and monitors emotional support programs for students.
• Other duties as assigned.

By accepting employment as an 11-month employee with the Milford School District, you acknowledge and understand that:

• A primary responsibility during the summer months (June–August) is to support district-run summer programming for special education students, Extended School Year (ESY), and/or other specialized instructional or support services.
• The inclusion of summer duties as part of the 11-month contract is to support summer programming.
• 11-month employees are expected to maintain flexibility in scheduling to fulfill assigned duties related to summer instruction, student services, or program coordination. The Director of Special Programs shall make every effort to inform 11-month employees of their assigned summer responsibilities by the end of May.

• Providing direct instruction, related services, or behavioral support to special education students during summer months.
• Assisting with ESY program setup, progress monitoring, or closure tasks.
• Supporting data collection, compliance documentation, or student transitions between school years.
• Participating in professional learning activities connected to program implementation.