Position Title

Behavior Analyst

Required Application Type

School Related Personnel

Salary/Pay Scale

$70,000 - $80,000

Job Description

The Behavior Analyst supports students, staff, and school communities by providing expertise in applied behavior analysis, functional assessment, crisis prevention, and data-driven intervention design. Through collaborative problem-solving, evidence-based methodologies, and a student-centered approach, the Behavior Analyst strengthens school-wide systems, enhances staff capacity, and promotes positive behavioral and academic outcomes. Working closely with educators, administrators, families, and community partners, the Behavior Analyst ensures that students with behavioral needs receive comprehensive, individualized, and culturally responsive support.

Full-time, 12-month, Non-Unit Mid-Management position.

Salary: $70,000 - $80,000

Reports to: Director of Special Education and Building Administration

Essential Duties and Responsibilities: The following list is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities required by the employee. Duties, responsibilities, and activities may change, or new ones may be assigned at any time, with or without notice. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.

Primary Responsibilities:

• Analyze behavioral data and conduct Functional Behavior Assessments (FBAs) to identify the function of behaviors and inform the development of Behavior Intervention Plans (BIPs) using evidence-based methodologies.

• Conduct comprehensive assessments of skill acquisition to identify individual learning needs and inform tailored intervention strategies.

• Develop individualized behavior intervention plans aligned with educational goals, IEPs, and NYS regulations.

• Monitor and document student progress; review data and adjust intervention plans as needed.

• Provide individualized behavior intervention and crisis intervention for students experiencing acute behavioral episodes.

• Work with students individually and in groups to support the achievement of behavioral goals.

• Provide training, coaching, and ongoing professional development to school staff on behavior management strategies, data collection, and implementation of FBAs and BIPs.

• Support school-wide behavior systems by analyzing data to identify students needing additional support and developing proactive, preventive strategies to reduce escalation.

• Collaborate with educators, administrators, school psychologists, counselors, and multidisciplinary teams to promote effective behavioral interventions and a positive school climate.

• Lead the development, implementation, and refinement of the Multi-Tiered System of Supports (MTSS), including required staff training, coaching, and progress-monitoring to ensure consistent, high-fidelity implementation.

• Oversee and provide supervision, coaching, and support to behavioral support personnel to ensure consistent implementation of evidence-based practices.

• Coordinate student services with community agencies and resources to support a holistic approach to behavioral health and educational success.

• Provide families with guidance, resources, and training to reinforce behavioral strategies across environments and strengthen home-school collaboration.

• Maintain accurate records of behavioral data, assessments, intervention plans, and progress monitoring.

• Ensure compliance with NYS regulations, special education laws, and policies related to behavioral interventions.

• Engage in ongoing professional development to remain current with best practices in applied behavior analysis, special education, and behavioral health.

• Demonstrate professionalism, integrity, emotional maturity, and cultural responsiveness in all interactions.

Civil Service Title

Behavior Analyst

Job Qualifications

The Behavior Analyst will possess the following minimum qualities, qualifications, skills, and/or abilities:

• Undergraduate degree in psychology or a related field, and successful completion of a graduate-level Applied Behavior Analysis program meeting BCBA eligibility requirements.

• Board Certified Behavior Analyst (BCBA) license preferred.

• Direct experience supporting students with challenging behaviors—including autism spectrum disorders and other developmental disabilities—in educational or clinical settings.

• Demonstrated expertise in conducting FBAs; developing, implementing, and evaluating BIPs; and using data-driven decision-making to guide interventions.

• Proficiency in crisis intervention and management, including de-escalation techniques and maintaining composure in high-stress situations.

• Strong ability to collaborate with educators, school psychologists, administrators, families, and multidisciplinary teams to support student behavioral needs.

• Experience providing training and coaching school staff in behavior management strategies and implementation of evidence-based practices.

• Skilled in interviewing, assessment, counseling, and data analysis, with the ability to clearly communicate complex behavioral concepts to diverse audiences.

• Knowledge of NYS educational regulations, special education laws, and policies related to behavioral interventions, as well as familiarity with community resources and support services.

• Demonstrated cultural competence, strong interpersonal and public-relations skills, and the ability to build effective working relationships with students, staff, families, and community partners.

• Evidence of initiative, dependability, emotional maturity, and the ability to perform the essential functions of the position while applying culturally responsive practices.

• Demonstrated ability to serve as a positive, solution-focused team member with strong interpersonal and communication skills; actively engaged, approachable, and respectful in all interactions; committed to collaborative problem-solving, critical thinking, and responding with empathy while maintaining integrity, honesty, and professionalism.

Application Procedure

For more information, please contact: humanresources@oncboces.org

Civil Service position candidates must be reachable on the existing eligibility list. If there is no mandated eligibility list, candidates will be considered for provisional appointment. Continued employment will be contingent on successfully passing the required examination and being reached on the eligibility list.

The selected applicant will be subject to a fingerprint support criminal history background check in accordance with SAVE Legislation effective July 1, 2001.

The Board of Cooperative Educational Services of the Sole Supervisory District of Otsego, Delaware, Schoharie and Greene Counties does not discriminate on the basis of race, creed, color, national origin, sex, sexual orientation, gender identity, religion, ethnicity, pregnancy, family status, age, marital status, genetic predisposition, military status, domestic violence victim status, disability and any other class protected by state or federal law in the educational programs or activities which it operates, including, but not limited to, access to facilities in accordance with the Boy Scouts of America Equal Access Act of 2001, 20 U.S.C. 7905, which requires equal access for the Boy Scouts of America and other designated youth groups to meet at public schools.

Job Category

Instructional Support

Job Location

District Wide

Additional Information