Board Certified Behavior Analyst; BCBA

Great Falls Public Schools

Great Falls, MTFull-time

75,090–88,860 a year

Behavioral Health Market Context

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Benefits

SALARY: $75,090.00 - $88,860.00(Based on the 2025/2026 Salary Schedule)

Job Description

ated service providers, and families to assess behavior, develop and implement evidence-based interventions, and build staff capacity to support positive student outcomes. This position emphasizes prevention, inclusion, and the use of data-driven practices to improve student behavior, engagement, and access to learning.

RESPONSIBILITIES:

= Conduct Functional Behavior Assessments (FBAs) and other behavioral assessments across school settings

= Develop, implement, and monitor Behavior Intervention Plans (BIPs) aligned with IEPs, 504 plans, MTSS, and general education supports.

= Provide direct behavioral consultation and modeling in classrooms and other school environments.

= Support students with a wide range of needs, including emotional/behavioral disabilities, autism spectrum disorders, and students exhibiting challenging behaviors.

= Use data to evaluate the effectiveness of interventions and adjust plans as needed.

QUALIFICATIONS:

= BCBA Certification

EMPLOYMENT: School Year

LOCATION:

Various

SALARY: $75,090.00 - $88,860.00

(Dependent on education and experience)

(Based on the 2025/2026 Salary Schedule)

CLOSING DATE:
Open Until Filled

A Frontline application, cover letter, resume, letters of recommendation and transcripts must be received in the Frontline application system. Frontline can be found on our website s.k12.mt.us

Qualifications

  • = BCBA Certification

Responsibilities

  • ated service providers, and families to assess behavior, develop and implement evidence-based interventions, and build staff capacity to support positive student outcomes
  • This position emphasizes prevention, inclusion, and the use of data-driven practices to improve student behavior, engagement, and access to learning
  • = Conduct Functional Behavior Assessments (FBAs) and other behavioral assessments across school settings
  • = Develop, implement, and monitor Behavior Intervention Plans (BIPs) aligned with IEPs, 504 plans, MTSS, and general education supports
  • = Provide direct behavioral consultation and modeling in classrooms and other school environments
  • = Support students with a wide range of needs, including emotional/behavioral disabilities, autism spectrum disorders, and students exhibiting challenging behaviors
  • = Use data to evaluate the effectiveness of interventions and adjust plans as needed


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