Behavior Program Specialist

Position Type:
Administration/Coordinator (Professional/Technical)

Date Posted:
3/23/2026

Location:
District Wide

Date Available:
07/21/2026

Closing Date:
04/17/2026

EFFECTIVE: 2026 - 2027 school year
Position Type: Exempt
Work Year: 204 days

1.0 FTE

Work Schedule: 7:30 a.m. to 4:00 p.m., with some flexibility based on the needs of the supervisor and the selected candidate.

Benefits Eligible: Yes

POSITION SUMMARY:
The Behavior Program Specialist will be a Board Certified Behavior Analyst (BCBA) and will provide specialized expertise to define and characterize behaviors, measure and assess behaviors, select and evaluate interventions and strategies, display and interpret behavioral data, and monitor behavioral changes. They are accomplished collaborators and utilize their skills to coach individual staff members as well as build capacity in staff and families to address the behavioral and emotional challenges of our students. They also provide staff development for building administration, regular educators, special educators and other interventionists (both certified and classified) to effectively address challenging behaviors in schools. In addition to having expertise on behavioral management and collaborative consultation, they are knowledgeable about Special Education law and how to address student needs in the least restrictive environment. They work as a team with special educators, mental health providers, building administration and school staff. This position will also be the lead trainer for special education paraeducators throughout the school year. Develop and promote good community relations among stakeholders.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Identify target behaviors and develop functionally based interventions, including antecedent strategies, replacement behaviors, reinforcement systems, and problem behavior consequence strategies.
• Communicate with school teams, administrators, and families when appropriate.
• Support identified student needs providing affective needs instruction, crisis intervention and working with staff collaboratively on the FBA process and development of behavior plans.
• Provide feedback on goals, inclusion, measurement criteria, fade plans, and interventions/teaching strategies
• Consulting, coaching, and collaborating with staff on the development and implementation of behavior plans for identified students, including regular follow-up activities.
• Support the development of visual strategies to assist students with Autism Spectrum Disorder (ASD)/or other behavioral challenges
• Support staff to visually structure the classroom environment for students to be successful
• Provide curriculum ideas and support the development of educational programs for students, and provide feedback to staff in an individualized manner regarding the implementation of the programming
• Create and facilitate training for professional learning to include administrative, certified and classified staff and families on research-based and practical approaches for addressing challenging behaviors of students in schools.
• Lead trainer for special education paraeducators throughout the year.
• If not already trained, this person would get trained at the Paraprofessional Resource and Research Center (PAR A Center) at the University of Colorado Denver through their "Train the Trainer Model" to better train special education paraprofessionals.
• Equip families with skills necessary to effectuate change for behavioral or emotional challenges of their children.
• Collaborate with school personnel (e.g., Mental Health Interventionists) to help support school-wide efforts to systematically address behavior and personal-social functioning of its students through a Positive Behavior and Intervention Support (PBIS) approach.
• Facilitate and support small groups and/or one on one instruction to reinforce skills, concepts and strategies.
• Submit an annual report (at minimum) that includes, but is not limited to, student outcomes, professional development and capacity building among staff.
• Promote a learning environment that respects the dignity of the child and is perceived by students as fair and consistent.
• Support a learning environment that establishes routines and provides for student engagement through questioning, speculation, and originality.
• Establish student, staff and parental rapport that allows for a proactive response to potential problems.
• Actively participate in PLCs and other required training.
• Apply and implement knowledge, skills and new understandings to support instructional programming.
• Perform other related duties as assigned or requested.

TECHNICAL SKILLS, KNOWLEDGE AND ABILITIES:

• Exceptional interpersonal skills with adults(staff and families) and students
• Expertise in evidence-based behavioral interventions, PBIS, SEL, and trauma-informed
• care.
• Proficient in behavioral data collection and analysis to guide interventions and monitor
• Outcomes.
• Ability to communicate, interact and work effectively and cooperatively with people from diverse ethnic, educational and socioeconomic backgrounds
• Ability to travel to/from district and community sites in a timely manner; must have own
• Transportation.
• Ability to provide professional development to staff and families.
• Ability to adhere to all district safety, behavior intervention, and confidentiality protocols.

SUPERVISION RESPONSIBILITIES:
None

BUDGET AND/OR RESOURCE RESPONSIBILITIES:
None

The education/training/experience, license/certification, general expectations, physical demands, and work environment factors described below 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.

EDUCATION/TRAINING/EXPERIENCE:

• At least three years of experience in special education (preferred).
• Bachelor's degree (preferred).
• Bilingual (preferred).
• English fluency will be determined through the interview process.
• Trained in Nonviolent Crisis Intervention (CPI) or willingness to get trained.
• Current First Aid and CPR (or obtained within first six months of employment).

LICENSES OR CERTIFICATIONS:

• Currently hold a CDE Adjunct license for Board Certified Behavior Analyst (BCBA)(or in process) OR currently hold a CDE Special Education Generalist Teacher license with BCBA endorsement.
• Valid Colorado Driver's License required.

GENERAL EXPECTATIONS:

• Demonstrates flexibility and adaptability in response to change.
• Possesses computer and technology skills.
• Effectively works with students from diverse backgrounds and abilities.
• Collaborates well with supervisors and co-workers.
• Capable of understanding and following both complex oral and written instructions.
• Able to perform duties independently with minimal supervision.
• Communicates effectively with the School District community.
• Skilled in analysis, instruction, negotiation, coordination, communication, problem-solving, and interpersonal interactions.
• Proficient in comparing, computing, synthesizing, and evaluating information.
• Meets attendance standards and works the necessary hours to fulfill essential responsibilities.
• Maintains confidentiality.
• Upholds a generally positive attitude.
• Complies with all District policies and procedures.
• Adheres to federal and state laws, regulations, and policies.

ESSENTIAL PHYSICAL REQUIREMENTS:
Occasional jogging/running.
Frequent lifting ten (10) to twenty (20) pounds.
Occasional lifting of up to one hundred-fifty (150) pounds, with assistance.
Frequent sitting, bending, walking, standing, stooping, kneeling squatting, and reaching.
Following employment offer/acceptance: Ongoing employment is conditional upon successful clearance of employer paid, job related, pre-employment physical.

WORK ENVIRONMENT:

• Mostly clean and comfortable.
• May encounter noise, odors or body fluids.
• Regular involvement in high-intensity student support situations; physical intervention may be required.

REPORTS TO:
Executive Director of Student Services.

LOCATION:
District wide.

SALARY:
Salary placement from $75,000 - $95,000, based upon experience and qualifications.

BENEFITS:
At Englewood Schools, we provide a comprehensive benefits package designed to enhance employee well-being and satisfaction. Our offerings include Paid Time Off (PTO), medical, dental, and vision insurance, and pre-tax savings options through Health Savings Accounts (HSA) and Flexible Spending Accounts (FSA), with monthly District contributions for HSA. The costs for short and long-term disability programs are 100% covered, which provide financial protection in the event of illness or injury. Our Employee Assistance Program (EAP) provides counseling and support services, and our wellness programs are designed to promote a healthy lifestyle.

In addition to these benefits, we offer a comprehensive retirement plan through the Colorado Public Employees' Retirement Association (PERA), as well as additional retirement savings options including 401(k), 403(b), and 457(b) plans. Optional voluntary plans are also available for life insurance, accidental death and dismemberment (AD&D), critical illness, cancer, and accidents, offering additional layers of security.

For more details about benefits at Englewood Schools, please refer to the Benefit Guide available on the District's website.

ADDITIONAL INFORMATION:
New hires or rehires will be responsible for the fingerprint processing fee required for background checks through the Colorado Bureau of Investigation.

CLOSING DATE:
This position will close on 04/17/2026.

APPLICATION INSTRUCTIONS:
All interested and qualified applicants must complete an online application. Incomplete applications and resumes received in lieu of applications will not be considered. Selected applicants will be contacted for an interview.

This job description is not intended to create any express or implied contract of employment or expectancy of continued employment for any definite term.

In compliance with Titles VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act, the Genetic Information Nondiscrimination Act of 2008 and Colorado law, Englewood Schools does not unlawfully discriminate against otherwise qualified students, employees, applicants for employment, or members of the public on the basis of disability, race, creed, color, sex, sexual orientation, marital status, gender identity, gender expression, religion, national origin, ancestry, family composition, or need for special education services. Discrimination against employees and applicants for employment based on age, genetic information, and conditions related to pregnancy or childbirth is also prohibited in accordance with state and/or federal law. Harassment, if it rises to the level described in state law, is a prohibited form of discrimination. To review Title IX policies and procedures, please click here. Inquiries or complaints may be referred to Dr. Rana Razzaque, Director of Opportunity, Access & Inclusion and Title IX Coordinator, 4101 S. Bannock St., Englewood, CO 80110, 303-806-2004 or may be filed directly with the Office for Civil Rights, U.S. Department of Education, 1244 North Speer Blvd., Suite 310, Denver, CO 80204. Complaints regarding violations of Title VII (employment) and the ADEA (prohibiting age discrimination in employment) may be filed directly with the Federal Office of Equal Employment Opportunity Commission, 950 17th St., Suite 300, Denver, CO 80202, or the Colorado Civil Rights Commission, 1560 Broadway, Suite 825, Denver, CO 80202.