Behavior therapist jobs in Wyoming

Job Description We're seeking Board Certified Behavior Analysts (BCBAs) who are ready to make a meaningful impact while being supported every step of the way. Please Note: We do not provide training for BCBA certification. Applicants must already hold active BCBA certification. Our training program is designed to support certified BCBAs in excelling within our company. What We Offer Competitive Pay: $55-$80/hr Start Part-Time: Transition to full-time after 90 days Work Options: In-person or hybrid roles Structured 6-Month Training & Onboarding: Paid training program (13 hours across 6 months) to help you grow, connect, and thrive as part of our team Free Licensure in All States We Operate In: We'll cover the cost of your LBA so you can work across multiple states under our company Same Day Pay for flexibility Full-Time Benefits (after 90 days): Health, dental, vision, life insurance, 401K with match, PTO, holiday pay Growth Opportunities: Free CEUs, mentorship, leadership paths No Non-Compete / No Set Caseloads What You'll Do Conduct assessments & create behavior plans Supervise ABA programs and staff Support and train caregivers & RBTs Collaborate with a team of experienced BCBAs Requirements Active BCBA certification (required) Experience supervising RBTs/technicians Strong clinical and decision-making skills Growth mindset & cultural responsiveness Apply today and join a supportive team that values your expertise, flexibility, and professional growth.

Student Support Services/LD/BD Resource Date Available: 08/01/2025 Park County School District Number 6 Board Certified Behavior Analyst SALARY RANGE: $73,118 - $106,318 Qualifications: Special Education BCBA or Related Service degree and experience preferred. Reports To: Special Education Director and Building Principals Job Goal: Assist developing, implementing, and training staff in the use of behavior analysis that encompasses research based and empirically sound intervention techniques. To promote a safe and positive school environment based on best practices in behavior classroom management. To promote student success in the special education as well as general education settings. Performance Responsibilities: Provide behavioral support early intervening services for students in kindergarten through grade twelve. Serve students who are not currently identified special education, which need additional behavioral support to succeed. Ensure high-quality ongoing behavior analytic services. This includes taking procedural integrity measures to ensure procedures are being run correctly; overseeing progression through the written teaching program; overseeing consistent implementation of behavior plans Provide ongoing, job-embedded professional development for school staff to build capacity for addressing the many and varied types of behavior issues that arise with students. Consult with regular education teachers to assist in developing positive behavior interventions and classroom management solutions. Consult with regular education teachers to assist and train in data collection procedures for monitoring positive behavior interventions. Work collaboratively with school staff as they implement strategies and interventions. Assist in the development of functional behavior analyses in the referral and MDA process. Complete classroom observations of teachers as they implement positive behavioral strategies and provide feedback. Participate in Building Interventions Team (BIT) meetings as well as Multi Tiered Systems of Support (MTSS) meetings and assist in the development, implementation and monitoring of intervention strategies for teachers when students have behavioral concerns. Communicate openly and effectively with parents and educational staff. Assist parents and families in developing behavior analytic strategies for the home and help families connect with community resources. Research information pertinent to student behavior management and positive behavior support strategies. Observe student behavior and assist in development of positive behavior plans for identified children. Model behavior analytic techniques including behavior intervention and reinforcement strategies. Collect and maintain data on the effectiveness of interventions and classroom management strategies. Prepare and maintain relevant information, reports and records regarding targeted students for the Principals and Special Education Director.

Description and Functions Open Until Filled GENERAL DESCRIPTION: This position provides psychological services to residents of the Wyoming Life Resource Center (WLRC) in Lander, including individuals who have intellectual disabilities, acquired brain injury, and mental health challenges. It serves as a member of the Interdisciplinary Team. WLRC currently serves Wyoming residents in an Intermediate Care Facility and a newly constructed Skilled Nursing Facility as well - the first of its kind in the nation. WLRC is truly an extraordinary place with a rich history and a bright future! Working for the State of Wyoming offers more than a paycheck. Our total compensation package includes: * Comprehensive health, dental, and vision insurance * Paid vacation, sick leave, FMLA, and holidays * Retirement - Pension and 457B plans that help you build a secure future * Flexible schedules and work-life balance options * Meaningful work that makes a difference for Wyoming communities and MUCH MORE! Click here for detailed information, oryou can watch this short video to learn about our benefit package! Human Resource Contact: Tammy / ************ / ************************ ESSENTIAL FUNCTIONS: The listed functions are illustrative only and are not intended to describe every function that may be performed at the job level. * Provide annual behavior assessments (functional and adaptive testing and behavioral analysis for caseload). * Develop and implement behavioral support plans for caseload. Make revisions as necessary for resident needs. * In-service staff on programs, collect, interpret, and document data on the effectiveness and appropriateness of programs. * Attend a variety of meetings and committees, including IDTs, Behavioral Medication Review Committee, Behavior Program Review Committee, Human Rights Committee, and team meetings. * Develop reports with data for these meetings. * Interact with other professional disciplines and staff to ensure resident psychological needs are appropriately recognized and addressed. * Participate in debriefings with staff when complex interventions are used with residents. * Review positive behavior support plans for input and revisions. * Complete daily rounds for caseload. Qualifications PREFERENCES: Preference will be given to applicants who possess or are pursuing BCBA (Board Certified Behavior Analyst) certification. KNOWLEDGE: * Knowledge of the applied behavioral analyst philosophy, aims, and goals of mental health counseling and psychological/behavioral disorders and the ability to apply this knowledge in developing successful programs and interventions for individuals with intellectual disabilities and mental health challenges. * Ability to train staff in a variety of behavior support plans and techniques. * Ability to work with residents and staff in a crisis mode, de-escalate the situation, and prevent a future crisis. * Ability to administer psycho-social evaluations and collect and analyze data. * Ability to communicate both verbally and in writing at an excellent level. * Ability to use a computer and applicable software applications. * Knowledge of applied behavioral analyst intervention techniques or approaches in group and individual settings. * Knowledge of psychological/behavioral disorders. * Knowledge of various assessment and evaluation tools. * Ability to work with and around WLRC residents, including those who may display challenging behaviors. * Knowledge of professional ethics. MINIMUM QUALIFICATIONS: Education: Master's Degree or higher Experience: One (1) year of progressive work experience (typically in Psychology) Certificates, Licenses, Registrations: Must be licensed or eligible for licensure as a Behavior Analyst in the State of Wyoming or exempt from licensure pursuant to Wyoming Statute § 33-27-125 Necessary Special Requirements PHYSICAL WORKING CONDITIONS: * Must be able to safely move (twisting, bending, kneeling, pushing, pulling) position and lift people with multiple and severe disabilities. * Ability to monitor sounds, noises, locations of residents, etc., to assure safety and assess imminent danger and emerging concerns. * Ability to work alone and/or with multiple residents. * Requires skills in crisis management and the ability to intervene during times of resident behavior episodes. NOTES: * FLSA: Exempt * The Wyoming Life Resource Center participates in E-Verify. We will provide the Social Security Administration, and if necessary, the Department of Homeland Security, with information from each new employee's Form I-9 to confirm work authorization. Please note that we do not use this information to pre-screen job applicants. * A background check, including the taking of fingerprints, will be completed through the Wyoming Department of Criminal Investigation, Department of Family Services, and the F.B.I. for every successful applicant. * Pre-employment drug and alcohol testing will be conducted on safety-sensitive positions. Drug testing will be conducted on any position if reasonable suspicion exists. * The Wyoming Department of Health offers an excellent benefits package, including medical/dental/vision/life insurance, paid vacation and sick leave, paid holidays, a state retirement plan, a deferred compensation program, and longevity pay. Supplemental Information Clickhere to view the State of Wyoming Classification and Pay Structure. URL:**************************************************** The State of Wyoming is an Equal Opportunity Employer and actively supports the ADA and reasonably accommodates qualified applicants with disabilities. Class Specifications are subject to change, please refer to the A & I HRD Website to ensure that you have the most recent version.

NCSD offers new classified employees previous experience credit as follows for verified and approved experience: 0-3 Years = Step 1 4-6 Years = Step 4 7-10 Years = Step 6 11-15 Years = Step 8 Our 2025-26 School Year Hourly Rate of Pay is as follows: Behavior and Substitute Support Personnel - 7.00 hours/day Step 1 - $18.97 Step 4 - $19.85 Step 6 - $20.48 Step 8 - $21.14 For more information on pay, please call or email Jennifer, HR Generalist at ************ or jennifer_************************. Purpose Statement Behavior & Substitute Support Personnel The job of Behavior & Substitute Support Personnel is done for the purpose/s of supervising and assisting students in order to continue his or her education as consistently and seamlessly as possible; implementing lesson plans and delivering group and individual student instruction within established guidelines; modeling and mentoring appropriate behavior for students; assessing and monitoring behavioral improvement; assisting in the implementation of behavior modification; and monitoring and reporting student behavior and performance. This job reports to Administrator Essential Functions Ability to be flexible in order to adapt to daily changing assignment for the purpose of ensuring student learning objectives are met. Advocates for students for the purpose of building relationships and developing a safe learning environment. Assigns discipline to students under guidance of building administration or principal designee for the purpose of ensuring students, who break the rules, are given appropriate consequences. Assists classroom teachers and guidance counselors with at-risk students for the purpose of maintaining a safe environment. Attends meetings for the purpose of gathering and dispensing information. Collaborates with building staff (e.g. teachers, principal, office staff, etc.) for the purpose of receiving clear direction regarding lesson plans and expectations of assigned areas. Communicates with stakeholders (e.g. teachers, regarding assigned students' progress; parents, school personnel, community resources, etc.) for the purpose of participating in needs assessments and developing positive professional relationships. Develops ongoing, positive relationships, on behalf of individual students (e.g. teachers, parents, District personnel, community resources, etc.) for the purpose of providing information related to student progress, as assigned in their individual educational program, and mentoring students for attaining successful outcomes. Facilitates a variety of learning processes (e.g. skill development in social appropriateness, anger management, conflict resolution, bullying; developing student-parent-school communication, etc.) for the purpose of providing learning concepts, practice, and implementation. Facilitates student programs as needed (e.g. social emotional learning, Crime Stoppers, mentorship, etc.) for the purpose of providing a safe and positive learning environment. Guides students in personal interactions and/or specific student issues for the purpose of developing interpersonal skills and successful problem-solving strategies. Implements plans and goals set forth by the regular classroom teacher (e.g. procedures, rules, classroom routines, building policy, substitute instructions, etc.) for the purpose of providing consistency in classroom management and normal classroom routines, and maintaining a safe and positive learning environment. Implements proactive behavioral strategies for the purpose of maintaining a safe and positive learning environment. Maintains a variety of manual and electronic documentation files and records for the purpose of providing written reference and reliable information for administration and instructional teams; documenting student progress in accordance with mandated requirements. Monitors students within a variety of activities for the purpose of assuring their health, safety, and welfare. Monitors positive behaviors (e.g. professional/ethical public image, relational skills, appropriate written and verbal communication, manners, honors diversity and mutual respect, etc.) for the purpose of promoting appropriate social and interpersonal behavior in alignment with district goals. Monitors students within a variety of school environments (e.g. school grounds, restrooms, halls, etc.) for the purpose of ensuring student compliance to established regulations, providing mediation, maintaining a safe and positive learning environment, and establishing rapport. Oversees a wide variety of on and off campus special events during school hours, after-hours, and on weekends (e.g. varsity athletics, dances, theatre productions, etc.) for the purpose of maintaining safe extracurricular activities as needed and/or assigned. Provides positive reinforcement to students (e.g. encouragement, consistency, positive attitude, etc.) for the purpose of acting as a role model and supporting students in meeting individual plan objectives and school-wide discipline plans. Responds to emergency situations (e.g. building emergency protocol, fights, suspected child abuse and/or substance abuse, etc.) for the purpose of addressing immediate safety concerns and directing to appropriate personnel for resolution. Other Functions Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. Certificates and Licenses Valid State of Wyoming Teaching License or Substitute Teaching Permit

Job Description Opportunity for Growth into a Registered Behavior Technician (RBT) Gateway Autism Therapies and Education is seeking a dedicated Behavior Technician (BT) to join our team. This position provides an opportunity for professional growth into a Registered Behavior Technician (RBT) role, with comprehensive training and ongoing supervision from a Board Certified Behavior Analyst (BCBA). Position Overview The Behavior Technician will deliver evidence-based behavioral therapy to children with Autism Spectrum Disorder (ASD) in clinic and home settings. Under the direct supervision of a BCBA, the BT will implement Applied Behavior Analysis (ABA) interventions designed to improve communication, social skills, and adaptive behaviors. Key Responsibilities Provide direct one-on-one ABA therapy to children aged 2 to 15 years Implement behavior intervention plans as designed by the supervising BCBA Participate in ongoing training to develop clinical competencies in behavior analysis Attend regular supervision and team meetings to review client progress and refine interventions Collect and maintain accurate data and clinical documentation for treatment sessions Adhere to ethical and professional guidelines set by the Behavior Analyst Certification Board (BACB) Communicate effectively with clients, families, and other professionals involved in treatment Maintain a structured schedule and demonstrate punctuality and reliability Career Growth & Certification Support This role provides structured training and professional development opportunities for those seeking to become RBT-certified. We offer hands-on experience, mentorship, and support throughout the certification process. Already an RBT? Apply Today! If you are already a Registered Behavior Technician (RBT), we encourage you to apply! We are looking for dedicated professionals to expand our team and offer competitive opportunities for those with RBT certification and experience. Schedule & Work Location Monday thru Friday Work settings include clinic and home-based therapy Join our team and make a meaningful impact in the lives of children with autism. Apply today and take the next step in your career with Gateway Autism Therapies and Education! Monday - Friday, 9:00am - 6:00pm

Information Listing ID: Assignment: Group: Job Type: Grade From: Grade To: Elementary FLS Special Ed: Pay Range: Elementary FLS Special Ed: Employment Type: Elementary FLS Special Ed: Job Descriptions: View Application Deadline: Certified Applicant's Authorization Statement Sublette County School District No. 1 does not discriminate on the basis of race, color, national origin, sex, age, disability, or religion in its programs or activities. Inquiries concerning Title VI, Title IX, Section 504, and ADA may be referred to Sublette County School District No. 1, Civil Rights Coordinator, 665 N Tyler, Pinedale, Wyoming 82941, ************, or the Office for Civil Rights, Region VIII, U.S. Department of Education, Federal Building, Suite 310, 1244 Speer Blvd., Denver, Colorado 80204-03582, ************ or TDD ************, *****************. Years Of Experience * Years worked in this district * Years worked in other WY school districts * Years worked in other states * How many years were part-time? Conditions of Employment * Are you legally eligible for employment in the United States? * Do you currently have certification to work in the State of Wyoming or are you able to obtain certification? * I certify that the answers given herein are true and complete to the best of my knowledge. I authorize the investigation of all statements contained in this application for employment as may be necessary in arriving at an employment decision. I understand that my application will be on file for one (1) calendar year. I understand that it is my responsibility to keep data on my application current during that calendar year. In the event of my employment, I understand that false or misleading information given in my application and/or application documents or in my interview may result in discharge. I also understand that I am required to abide by all rules and regulations of the employer. I authorize Sublette County School District #1 to obtain information about any criminal records I may have. I also authorize all governmental agencies to provide information to Sublette County School District #1 about any criminal record I may have. I verify that all information on this employment application is true and complete. I understand that any misrepresentation, falsification, or omission on this application or other documents submitted to Sublette County School District #1 will be sufficient cause for this application not to be considered by Sublette County School District #1 or for dismissal, if I have been employed. I authorize Sublette County School District #1 to check my references, to obtain information from my prior employers and educational institutions, to take other actions to investigate any information provided in my employment application, and to obtain information relevant to evaluating my qualifications and fitness for a position. I authorize the release of any and all information or records maintained by the Wyoming Department of Family Services. I authorize my listed references, past employers, educational institutions, and anyone else who has information about my work history, education, qualifications, or fitness, to provide such information to Sublette County School District #1. I release Sublette County School District #1 and all persons providing information to Sublette County School District #1 from any liability whatsoever for obtaining and providing that information. I understand that answering yes confirms that I acknowledge and agree to the authorization statement listed above. Skills Questionnaire * Rate yourself in DEALING WITH CONFLICT RESOLUTION on a scale of 1 to 10. * Rate yourself on your IMPLEMENTATION OF EFFECTIVE TEACHING PRACTICES on a scale of 1 to 10. * Rate yourself on your RELATIONSHIPS WITH PARENTS on a scale of 1 to 10. * Rate yourself on your RELATIONSHIPS WITH STUDENTS on a scale of 1 to 10. * Rate yourself on your RELATIONSHIPS WITH SUPERVISORS on a scale of 1 to 10. * Rate yourself on your ATTENDANCE on a scale of 1 to 10. * Rate yourself on your GROWTH POTENTIAL on a scale of 1 to 10. * Rate yourself on your INITIATIVE/MOTIVATION on a scale of 1 to 10. * Rate yourself on your KNOWLEDGE AND UNDERSTANDING OF PLC's on a scale of 1 to 10. * Rate yourself on your KNOWLEDGE AND UNDERSTANDING OF RTI on a scale of 1 to 10. General Questions * Why do you want to work for Sublette County School District #1 and live in Pinedale, Wyoming? * Please complete the self-assessment on the following standard. Include justification of your response in question 3. RECEPTIVITY TO FEEDBACK: Developing - Accepts, with some reluctance, feedback on performance from both supervisors and colleagues. Rarely implements changes to practice. Acknowledges personal and organizational failures when confronted with evidence. Proficient - Accepts feedback from supervisors or colleagues, but changes in practice may be limited or inconsistent. Accomplished - Welcomes feedback form supervisors and/or colleagues when the opportunities arise through professional collaboration. Readily acknowledges personal and organizational failures and offers clear suggestions for personal learning. Distinguished - Seeks out feedback on performance from both supervisors and colleagues. Offers frank acknowledgement of prior personal and organizational failures and clear suggestions for both personal and system learning resulting from those lessons. * Justification for Receptivity to Feedback. * Please complete the self-assessment on the following standard. Include justification of your response in question 5. INCREASING EXPERTISE: Developing - Participates in professional activities to a limited extent. Proficient - Is prepared and engaged in appropriate professional learning opportunities. May participate in professional learning within the school, but inconsistently applies beneficial strategies. Accomplished - Is consistently prepared and highly engaged in professional learning opportunities. Actively seeks professional learning activities within the school, district, and/or other organizations and implements the learning from these opportunities. Distinguished - Contributes to a culture of inquiry by both seeking and sharing effective strategies or professional literature, conducting action research and engaging in collaborative inquiry around problems of practice. * Justification for Increasing Expertise. * Please complete the self-assessment on the following standard. Include justification of your response in question 7. RELATIONSHIPS WITH COLLEAGUES: Developing - Relationships with some colleagues lack collegiality and exhibit minimum to fulfill duties that the school or district requires. Proficient - Maintains professional relationships with colleagues through respectful interactions. Accomplished - Relationships with colleagues are characterized by collaboration, cooperation, and willingness to learn from others. Open to all perspectives when addressing concerns. Distinguished - Relationships demonstrate strong support for others and initiative in addressing issues of concern. Initiates and facilitates collaboration to resolve concerns and further team and school goals. * Justification for Relationships with Colleagues. * Please complete the self-assessment on the following standard. Include justification of your response in question 9. INTEGRITY: Developing - Meets explicit written commitments, sometimes requiring follow up from supervisors. Verbal statements lack the weight of a commitment. Proficient - Meets written commitments and generally fulfills verbal commitments. Seeks clarification appropriately. Clearly communicates obstacles to meeting commitments in a timely fashion. Accomplished - Meets commitments or negotiates where the commitment cannot be met. Verbal commitments have the same weight as written commitments. Distinguished - Meets commitments - verbal, written, and implied, or negotiates exceptions where the commitment cannot be met. Commitments to all students and staff have the same weight as commitments to superiors, board members, or other people with visibility and/or authority. * Justification for Integrity. * Please complete the self-assessment on the following standard. Include justification of your response in question 11. SELF CONTROL: Developing - Occasionally exhibits aggressive, dismissive, or demeaning behaviors leading to a climate in which people are reluctant to raise sensitive issues. Proficient - Is able to keep his/her emotions in check; shows a level of restraint in difficult or challenging situations; demonstrates empathy and respect. Accomplished - Deals with sensitive subjects and/or conflict with dignity and self-control; consistently demonstrates empathy and respect. Distinguished - Consistently demonstrates self-control, even in the most difficult and confrontational situations. Defuses confrontational situations with empathy and respect. * Justification for Self Control. * Please complete the self-assessment on the following standard. Include justification of your response in question 13. RESPECT FOR OTHERS: Developing - Can be dismissive of the importance of the roles or work of others. Generally arrives on time and is prepared, participates fully, and is ready to listen and respect others in meetings, with periodic exceptions. Diverse opinions are sometimes welcomed, but this occurs inconsistently. Proficient - Demonstrates respect for each person in the organization and the work he or she does. Arrives on time and is prepared, participates fully, and is ready to listen and respect others in meetings. Accomplished - "Demonstrates respect for each person in the organization and the work he or she does. Arrives on time and is prepared, participates fully, and is ready to listen and respect others in meetings. Diverse opinions are consistently encouraged, welcomed, and recognized, even when such opinions differ from those of the staff member. Distinguished - Demonstrates respect for each person in the organization and the work he or she does. Effectively manages time and meetings by engaging others in the process, achieving meeting objectives, and beginning and ending on time. Models respect for others by arriving early to all meetings, and consistently encourages, welcomes, and recognizes diverse opinionseven when such opinions differ from those of the leader. * Justification for Respect for Others * Please complete the self-assessment on the following standard. Include justification of your response in question 15. ORGANIZATIONAL COMMITMENT: Developing - Requires some guidance regarding the rules, policies, and procedures established by the district and/or sometimes challenges administrative and policy leadership without bringing those concerns to appropriate administrator or policy authorities. Sometimes avoids or circumvents unpopular policies or directives, or performs them in a perfunctory manner. Proficient - Accepts and implements leadership and policy with fidelity. Addressed concerns through the proper chain of command. Accomplished - Actively acquires knowledge of and adheres to the rules, policies, and procedures established by the district. Accepts and implements leadership and policy with fidelity. Proactively brings concerns to his or her immediate supervisor by articulating disagreements and points of view in the interest of the organization. Distinguished - Proactively brings concerns to his or her immediate supervisor by articulating disagreements and points of view in the interest of the organization, but once the decision is made, fully supports and effectively implements organizational policy and leadership decisions. * Justification for Organizational Commitment. * Are you able to perform the essential functions required of the position for which you are making application, with or without accommodations? If "NO", please explain in question 17. * If you answered "NO" to the previous question, please explain. * Conviction of a crime is not an automatic bar to employment. The district will consider the nature of the offense, the date of the offense, and the relationship between the offense and the position for which you are applying. Moral turpitude is an act of baseness, vileness or depravity in the private and social duties which a person owes another member of society, or society in general, and which is contrary to the accepted rule of right and duty between persons, including but not limited to, theft, attempted theft, attempted murder, murder, rape, swindling, and indecency with a minor. Have you ever been convicted of a felony or any offense involving moral turpitude or has any court received a plea of guilty or a plea of nolo contendere from you? If "YES", please explain in the next question. * If you answered "YES" to the previous question, please explain. * Have you ever been convicted of any felony or sentenced or received a deferred prosecution or probation for any charge, including any crime relating to child abuse or neglect, or any crime relating to sexual abuse of a minor? If "YES", please explain in question 21. * If you answered "YES" to question 20, please explain. * Have you ever been dismissed or asked to resign from any job? If "Yes", please explain in question 23. * If you answered "YES" to the previous question, please explain. * Pursuant to the provisions of W.S. 21-7-401, any person who is hired by Sublette County School District #1 is required to submit to fingerprinting and to provide such other information as is necessary to acquire a national criminal history background check. (Even though you may have submitted to a background check with PTSB, the district will require you to submit to an additional background check for the district.) Will you give the school district your consent to conduct this criminal history background check? * Are you prevented from being lawfully employed in this country because of visa or immigration status? Proof of citizenship or immigration status will be required upon employment. * Check the extra duties for which you are certified and/or are willing to sponsor: * List professional and community activities with which you participate. * List honors you have received as a professional. * List other honors you have received. * List other information about yourself that you would like us to consider. Benefits Certified benefits for employees working 30 hours or more a week: District pays employee and family's portion of Health/Dental Insurance District pays all but 2% of employee's portion of retirement 10 PTO Days per year Sick Leave Bank available 1/2 Tuition Reimbursement Program $50,000 Term Life Insurance paid by the district Accidental Death & Dismemberment Policy paid by the district Long Term Disability Policy paid by the district No State Income Tax Employee Membership to Pinedale Aquatic Center $10,000.00 Stipend if qualified upon Tenure 457(f) plan after 15 years Matching HSA contributions Health Fair Attachments Cover Letter* Resume* Letter of Recommendation 1* Letter of Recommendation 2* Letter of Recommendation 3* Letter of Recommendation 4 (optional) Copy of Certification Transcripts (maybe a copy at this point)* Praxis Scores Additional Attachment 1 (optional) References Teacher Reference: 3 of 5 external references required. Back Sublette County School District No. 1 does not discriminate on the basis of race, color, national origin, sex, age, disability, or religion in its programs or activities. Inquiries concerning Title VI, Title IX, Section 504, and ADA may be referred to Sublette County School District No. 1, Civil Rights Coordinator, 665 N Tyler, Pinedale, Wyoming 82941, ************, or the Office for Civil Rights, Region VIII, U.S. Department of Education, Federal Building, Suite 310, 1244 Speer Blvd., Denver, Colorado 80204-03582, ************ or TDD ************, *****************.

We are looking for enthusiastic individuals to join our team as Behavior Technicians. As a Behavior Technician, you will have the opportunity to make a real difference in the lives of children with autism. In this role, you will work one-on-one with children, implementing individualized behavior intervention plans under the guidance of a Board Certified Behavior Analyst (BCBA). You will use evidence-based techniques to teach communication, social, and daily living skills while reducing interfering behaviors. We are looking for candidates who are passionate about helping children with autism reach their full potential. You will need to be patient, compassionate, and able to work well in a team environment. We will provide comprehensive training so that you are equipped and empowered to help each child, even if you don't currently have experience. Children can be unpredictable and potentially confrontational, so this role is not for the weak of spirit, mind, or body. Part of the joy of working with kids is exercise! Our clients move, so you need to be comfortable standing, walking, sitting, grasping, reaching, bending, kneeling, crouching, squatting, lifting, and at times carrying children or objects that weigh up to 50 pounds. At the end of each day, you will go home knowing that you have made a meaningful impact on the life of a child and their family. Join us and become a part of a dedicated team that is changing lives for the better. Apply now to start your journey as a Behavior Technician with us! Pay Range: $17 - $20 Requirements: Passionate about helping children with autism Patient, compassionate, and able to work well in a team 18+ years of age High school diploma or GED Ability to obtain a CPR, First Aid Certification and Tuberculosis test (if you haven't had one in the last year) Ability to pass a pre employment background check Ability to move in various positions (sit, squat, bend, etc.) Ability to lift and carry up to 50 pounds Candidates must obtain an Registered Behavior Technician Certification after completing onboarding Perks of Working at Centria: Structured career path in the field of Behavioral Analysis Discounts to hundreds of retail partners via our Benefit Hub Access to Centria's Employee Assistance Plan with benefits around mental health and counseling Early wage access to employees through Rain - Work today, get paid tomorrow! Unlimited opportunities to make an impact in the life of a special needs child We are an equal opportunity employer and value diversity at our company. We do not discriminate on the basis of race, religion, color, national origin, gender, sexual orientation, age, marital status, Veteran status, or disability status. This is not intended to be an exhaustive list of qualifications, skills, efforts, duties, responsibilities, or working conditions associated with the position. This pay scale range is the full range of potential wages Centria Autism reasonably expects to pay for employees with this job title and this pay scale range varies dependent on job qualifications, performance, experience, and/or seniority. This range should not be interrupted to mean that Centria Autism currently employs any employees with this job title at the bottom or top of the pay scale range. Centria reserves the right to amend this job description at any time, with or without written notice.

WHAT IS A CERTIFIED MENTAL HEALTH WORKER? Certified Mental Health Worker (CMHW) is Your Gateway to a Fulfilling Mental Health Career in Wyoming with Only a Bachelor's Degree Read our blog here to find out more. DO YOU QUALIFY TO BECOME A CMHW? IF YOU HAVE A BACHELOR'S DEGREE IN A RELATED HUMAN SERVICE FIELD, YOU DO!! Certified Mental Health Worker by Examination - This is intended for those with a bachelor's degree in a human behavioral discipline who are not licensed in another jurisdiction and have tested or need to test. Certified Mental Health Worker by Reciprocity - This is intended for those with a bachelor's degree in a human behavioral discipline who hold a similar license in another jurisdiction. Position Overview Under the direction of the Clinical Director, or a qualified clinical supervisor, the Certified Mental Health Worker (CMHW) is an individual, who performs the application of human services or psychological theory and methods to the treatment or prevention of psychosocial dysfunction, disability, or impairment, including emotional or mental disorders, under the supervision of a qualified clinical supervisor licensed in the state of Wyoming. The practice of a CMHW shall not include assigning a diagnosis or invoking a Title 25 hold. Full-time or part-time positions available. Essential Duties and Responsibilities * Maintain quality and timely documentation of services that encompasses all aspects of patient care. * Provide evidence-based treatment to produce desired results through Feedback Informed Therapy. * Deliver treatment through individual and manualized group treatment. * Participate in clinical supervision and training to develop competence to the level of proficiency in eight professional practice dimensions. * Maintain effective working relationships with Clinical Director, co-workers, office and administrative staff, and community stakeholders. Full job description available upon request. Candidate Qualifications and Experience * Bachelor's Degree in Human Services field of study such as addictionology, chemical dependency, substance use disorder, counseling, psychology, social work, sociology or a related field. * Ability to obtain a Certified Mental Health Worker license in the state of Wyoming. * High degree of organizational skills and attention to detail. * Successful completion of HCBH pre-employment screening and background check. * Has the ability to communicate effectively orally and in writing. * Has a valid driver's license and eligible for HCBH insurance coverage(s). * Proficient in Microsoft Office: Word, PowerPoint, Excel, Outlook. * Ability to conceptualize, develop and implement programs to their completion in a fast-paced environment Benefits * Competitive Salary * Full-time Benefits include: * Medical, Dental, Vision, and Supplemental Insurance * Paid Holidays * Generous PTO Package * Wyoming Retirement Plan (9.25% Employee/9.37% Employer) Who We Are Since 1986, our non-profit organization has been committed to providing rural communities in Wyoming and Idaho with affordable access to life-changing behavioral services. Our team of licensed professionals are devoted to the application of therapeutic methods that enhance the lives and well-being of our clientele through counseling, case management, medication management and crisis services. It is our Mission to effectively listen, guide, and teach those who are at a crossroad in their lives how to build healthy relationships, regulate emotions, and manage stress in order to reduce suffering and reach their potential for happiness and well-being. While performing the duties of this job, the employee is required to walk, stand, sit, and use the hands. Occasionally stoop, crouch, or kneel. The employee must occasionally exert or lift up to 25 pounds. High Country Behavioral Health is proud to be an equal opportunity employer. We are committed to cultivating an environment where equal employment opportunities are available to all employees and job applicants regardless of race, color, religious creed, national origin, ancestry, age, gender, pregnancy, sexual orientation, gender identity, marital status, familial status, disability or genetic information, in compliance with applicable federal, state, and local law. High Country Behavioral Health celebrates diversity and believes it is critical to our success. As such, we are committed to recruit, develop, and retain the most talented individuals to join our team.

The hours are 7:45am to 3:15 pm NCSD offers new classified employees previous experience credit as follows for verified and approved experience: 0-3 Years = Step 1 4-6 Years = Step 4 7-10 Years = Step 6 11-15 Years = Step 8 Our 2025-26 School Year Hourly Rate of Pay is as follows: Behavior and Substitute Support Personnel - 7.00 hours/day Step 1 - $18.97 Step 4 - $19.85 Step 6 - $20.48 Step 8 - $21.14 For more information on pay, please call or email Jennifer, HR Generalist at ************ or jennifer_************************. Purpose Statement Behavior & Substitute Support Personnel The job of Behavior & Substitute Support Personnel is done for the purpose/s of supervising and assisting students in order to continue his or her education as consistently and seamlessly as possible; implementing lesson plans and delivering group and individual student instruction within established guidelines; modeling and mentoring appropriate behavior for students; assessing and monitoring behavioral improvement; assisting in the implementation of behavior modification; and monitoring and reporting student behavior and performance. This job reports to Administrator Essential Functions Ability to be flexible in order to adapt to daily changing assignment for the purpose of ensuring student learning objectives are met. Advocates for students for the purpose of building relationships and developing a safe learning environment. Assigns discipline to students under guidance of building administration or principal designee for the purpose of ensuring students, who break the rules, are given appropriate consequences. Assists classroom teachers and guidance counselors with at-risk students for the purpose of maintaining a safe environment. Attends meetings for the purpose of gathering and dispensing information. Collaborates with building staff (e.g. teachers, principal, office staff, etc.) for the purpose of receiving clear direction regarding lesson plans and expectations of assigned areas. Communicates with stakeholders (e.g. teachers, regarding assigned students' progress; parents, school personnel, community resources, etc.) for the purpose of participating in needs assessments and developing positive professional relationships. Develops ongoing, positive relationships, on behalf of individual students (e.g. teachers, parents, District personnel, community resources, etc.) for the purpose of providing information related to student progress, as assigned in their individual educational program, and mentoring students for attaining successful outcomes. Facilitates a variety of learning processes (e.g. skill development in social appropriateness, anger management, conflict resolution, bullying; developing student-parent-school communication, etc.) for the purpose of providing learning concepts, practice, and implementation. Facilitates student programs as needed (e.g. social emotional learning, Crime Stoppers, mentorship, etc.) for the purpose of providing a safe and positive learning environment. Guides students in personal interactions and/or specific student issues for the purpose of developing interpersonal skills and successful problem-solving strategies. Implements plans and goals set forth by the regular classroom teacher (e.g. procedures, rules, classroom routines, building policy, substitute instructions, etc.) for the purpose of providing consistency in classroom management and normal classroom routines, and maintaining a safe and positive learning environment. Implements proactive behavioral strategies for the purpose of maintaining a safe and positive learning environment. Maintains a variety of manual and electronic documentation files and records for the purpose of providing written reference and reliable information for administration and instructional teams; documenting student progress in accordance with mandated requirements. Monitors students within a variety of activities for the purpose of assuring their health, safety, and welfare. Monitors positive behaviors (e.g. professional/ethical public image, relational skills, appropriate written and verbal communication, manners, honors diversity and mutual respect, etc.) for the purpose of promoting appropriate social and interpersonal behavior in alignment with district goals. Monitors students within a variety of school environments (e.g. school grounds, restrooms, halls, etc.) for the purpose of ensuring student compliance to established regulations, providing mediation, maintaining a safe and positive learning environment, and establishing rapport. Oversees a wide variety of on and off campus special events during school hours, after-hours, and on weekends (e.g. varsity athletics, dances, theatre productions, etc.) for the purpose of maintaining safe extracurricular activities as needed and/or assigned. Provides positive reinforcement to students (e.g. encouragement, consistency, positive attitude, etc.) for the purpose of acting as a role model and supporting students in meeting individual plan objectives and school-wide discipline plans. Responds to emergency situations (e.g. building emergency protocol, fights, suspected child abuse and/or substance abuse, etc.) for the purpose of addressing immediate safety concerns and directing to appropriate personnel for resolution. Other Functions Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. Certificates and Licenses Valid State of Wyoming Teaching License or Substitute Teaching Permit

Win With a Career Move to Western. At Western Wyoming Community College, one of America's leading junior colleges, we believe employees are our most valuable resource. We pride ourselves on our inclusive, growth-focused culture and our exceptional benefits package. For full-time employees, here are a few of the amazing benefits we offer: * Employer paid contribution of 9.37% to your retirement plan with no waiting period. Who doesn't love free money? * We cover 82% of costs related to health, dental and life insurance. * Generous leave time to support your work/life balance with paid holidays, sick leave and vacation time, 3 personal days, and two weeks off over Christmas break! Not to mention, you get time off at Spring Break and Friday's off in the summer. * Have you ever wanted to take an art class? Interested in exploring entrepreneurship? FREE tuition for you, your spouse, and your dependents makes this dream a reality. * Access to amenities like our Children's Center, Hay Library, aquatic center, fitness center, theatre and more. * When adventure calls, head out to the Flaming Gorge Reservoir, take a hike around Mustang Loop, surf the local sand dunes, or jump in the car and travel to Salt Lake City, Jackson Hole, or Laramie. For a map of our area, and links to activities and places, view westernwyoming.edu/outsider. See where your career can take you when you come run with the Mustangs! The Counselor's primary responsibilities are in the areas of personal, crisis counseling, and group programs for Western students. Other duties include teaching/coordinating workshops directed at life skill areas, assistance and support with ADA accommodations, facilitating and promotion of prevention and wellness efforts, respond to crisis calls after hours from college personnel, as well as other activities, which support, facilitate and extend the student's in and out-of-class experiences. This individual also provides assistance, as needed, in accomplishing departmental goals and completing departmental projects. PRIMARY DUTIES AND RESPONSIBILITES FOR WHICH THIS INDIVIDUAL IS ACCOUNTABLE 1. Provides personal, group, and crisis counseling, and maintains office availability on a regular and substantial basis for the purpose of meeting with students. These counseling efforts would constitute an average of about 24 hours per week. 2. Provides crisis counseling and intervention as necessary. Coordinates and/or responds to crisis calls from students or college personnel at any hour. 3. Remains knowledgeable about best practices and laws regarding counseling and mental health services. Responsible for providing counseling supervision in compliance with the rules and regulations of the Wyoming Mental Health Professions Licensing Board to any provisionally licensed counselor, including interns. 4. In collaboration with the Dean of Students, assists in the marketing, execution, oversight, and assessment of the in-person and virtual counseling services of the college. 5. Serves as a permanent member of Western's Behavioral Intervention Team (BIT). 6. Leads workshops for students that help in the wellbeing of the whole student and participates in other programming provided by the Student Life Office. 7. Is knowledgeable of resources in the community and makes appropriate referrals when student needs are beyond the scope of on-campus counseling. 8. Establishes strong working relationships with other employees to maintain a culture of reporting students of concern. 9. Responsible for serving as the chair of the drug and alcohol prevention committee focusing on prevention, intervention, and postvention strategies to reduce student use of these substances. 10. Facilitates drug and alcohol-free fun on campus events as well as assisting with other drug and alcohol prevention related activities. 11. Performs intake and counseling education for students who violate the alcohol or drug policies. 12. Serves as the Chair of the Mental Health and Wellness Services Team as part of the Student Retention & Completion Plan. 13. Intentionally utilizes less busy times of the year to proactively plan, communicate, audit, update, and refine processes and events to help in proactivity of busy times when there is an increase in student counseling needs. 14. Represents the college within the local and regional mental health community. Minimum Qualifications MINIMUM QULAIFICATIONS(Knowledge, Abilities, Education and Experience) 1. Graduation from CACREP, CSWE, or CORE accredited program with a Master's degree in counseling, or other related field that is licensable in Wyoming as a Licensed Professional Counselor or Licensed Clinical Social Worker. * a. If not presently licensed in Wyoming, the applicant must meet the educational requirements noted above. Additionally, the applicant must agree to immediately gain provisional licensure and secure supervision until such time as to obtain Wyoming Licensed Mental Health Provider status. Applicant will be required to abide by the supervision requirements established in the Rules of the Wyoming Health Professions Licensing Board for provisional licensing. * b. If licensed in another state, the applicant should contact the Wyoming Mental Health Professional Licensing Board to discuss reciprocity. The applicant would need to obtain licensure status in the state of Wyoming by the onset of the contract. 2. Demonstrated effective therapeutic/counseling skills. 3. Sound knowledge of counseling theory and general principles and practices in counseling. Preferred Qualifications PREFERRED ADDITIONAL QUALIFICATIONS (Knowledge, Abilities, Education and Experience) 1. Earned Ph.D. or Ed.D. in Counseling/Mental Health Counseling. 2. One to three years of previous position-specific or position related work experience. 3. Experience counseling in a higher education setting. 4. Excellent organizational, verbal and supervisory skills. Open Date 12/11/2025 Close Date Open Until Filled No Special Instructions to Applicants Unofficial transcripts are accepted for application purposes. Official transcripts are required as a condition of employment. A copy of applicant's licensure is required as a condition of employment. Estimated Salary $59,300 - $71,200 FLSA Exempt

Summary/Objective The Youth Mentor position is responsible for the safety and wellbeing of youth ranging in age from 10 years to 17 years. Youth Mentors act as role models, mentors, and advocates to young people brought to the Crisis Shelter/Group Home who faces a wide range of challenges, such as behavioral and legal issues, substance abuse, and dysfunction in the home. Essential Functions Reasonable accommodations may enable individuals with disabilities to perform essential functions. Provide youth with a structured, positive environment Coach/Mentor youth on demonstration of positive and appropriate behaviors by the behavior management system Ensure the overall health, safety, and security of assigned youth; ensure all fire and safety measures are observed Monitor the movement inside and outside the facility, contacts, events, and behaviors associated with youth Act as a liaison between other supporting organizations Ensure group home cleanliness and upkeep Perform partial intake process on all new arrivals Regularly tour and observe the facility and grounds to ensure a high level of security Monitor visitor activities Prepare meals for youth Transport youth to school, appointments, etc. using a company vehicle Other duties as assigned. Competencies Effective communicator, both oral and written Solutions-based problem solver Calm under crisis Organized and adept with case management Able to manage behaviors, including the ability to be assertive when needed Continuous demonstration of behaviors aligned with a posture of servant leadership and our cultural values Supervisory Responsibility This position has no direct supervisory responsibilities but does serve as a coach and mentor for other positions in the organization. Work Environment This position works in a group home environment, provides transportation for youth locally and works outdoors with youth. Physical Demands The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully. While performing the duties of this job, the employee is regularly required to talk or hear. Specific vision abilities required by this job include close vision and the ability to adjust focus. This would require the ability to bend or stoop as necessary. This position must be mobile throughout the facility and work on a computer for periods. Must be able to participate in youth-related activities during the workday, both inside and outside of facilities. Able to sit for periods while driving a company vehicle at distances necessary to transport youth. Position Type/Expected Hours of Work This is a full-time or part-time status dependent on the position hired. Hours of work vary depending on the assigned shift. Travel Other than transport duties, little to no travel is expected for this position. Required Education, Experience, or Eligibility Qualifications High School diploma or equivalent Minimum of one year of experience working in a residential or youth services field. Preferred Education and Experience Two or more years of work experience in advocacy, youth, or mentoring position Associates in Criminal Justice or other Social Services related fields. EEO Statement Volunteers of America Northern Rockies is committed to equal opportunity for all, without regard to race, religion, color, national origin, citizenship, sex, sexual orientation, gender identity, age, veteran status, disability, genetic information, or any other protected characteristics. Volunteers of America Northern Rockies will make reasonable accommodations for known physical or mental limitations of otherwise qualified employees and applicants with disabilities unless the accommodation would impose an undue hardship on the operation of our business. If you are interested in applying for an employment opportunity and feel you need a reasonable accommodation pursuant to the ADA, please contact us at ************.

To act under the general direction of the building principal of the assigned school(s). To perform those evaluative/diagnostic duties of students referred for evaluation of suspected educational problems. To assist with the development of educational plans to meet the specific needs of students who would qualify for special education services as prescribed by local rules and regulations, state rules and regulations, and federal rules and regulations governing service to students with disabilities Specific duties and responsibilitites will reflect the context and needs of each school to which a school psychology intern is assigned. Duties will include, but not be limited to: ESSENTIAL FUNCTIONS: 1. Evaluates and diagnoses specified deficits of students within the school district that would meet criteria set forth by local, state, and federal regulations for services to students with a disability in any of the listed disability conditions. Evaluations of students will be completed as set forth in local, state, and federal rules and regulations. 2. Interprets data collected from evaluations of referred students (standardized test data, normative test data, aptitude test data) and shares that information in a report format so that parents, staff, and others are able to understand the functioning level of a specific student. From this data, must be able to give conclusions and recommendations for development of an Individualized Education Plan (IEP) for the specific student as needed for programming. 3. Collaborates with all teaching staff in development of a variety of strategies to meet the educational needs of all students within the building they are assigned to. 4. Collaborates with other school personnel in the diagnosis of students suspected as being Seriously Emotionally Disturbed, Autistic, and/or other health impaired. OTHER FUNCTIONS: 1. Follows all school district policies and procedures. 2. Assists with the pre-intervention activities of students in each building they are assigned to. 3. Assists with and/or develops new programs as necessary to meet the needs of identified and potential students in special education programs in the buildings they are assigned to. 4. Promotes positive public relations with the community and within the school district by using positive verbal and non-verbal communication and interaction skills at all times. 5. Provides leadership with all staff members in maintaining the necessary confidentiality of information as it relates to students and staff that they work with on a daily basis. PROFESSIONAL PRACTICE AND DEVELOPMENT: 1. Apply ethical standards of pforessional practice to the delivery of school psychological services. 2. Observe state laws and policies/procedures to govern practice. 3. Participate in professional growth and development activities to continually improve professional knowledge and skills. PHYSICAL DEMANDS: l Possess visual acuity and stamina to work at a computer monitor for at least part of each day. l Possess sufficient strength to lift boxes or equipment that may weigh as much as 25 pounds and be able to move them as far as 50 feet. l Possess stamina to remain seated for periods as long as one hour without discomfort. ENVIRONMENTAL DEMANDS: l Air conditioned buildings. l Occasional exposure to weather extremes. l Some employees may be occupationally exposed to bloodborne pathogens and other potentially infectious materials based on task and procedures required.

is for the 2026/2027 contract year only** Master's degree in Psychology required. Current enrollment in School Psychologist preparation program with internship only remaining. Job Title: Psychologist Intern Revised Date: February 4, 2023 Department: Student Services FLSA Status: Exempt Work Year: 185 Days Salary Schedule: CTEA SUMMARY: Responsible for the delivery of mental health, behavioral, and educational services, under the supervision of a licensed School Psychologist, to create a supportive learning environment for all students. Responsible for, under the supervision of a licensed School Psychologist, conducting formal and informal assessments for students eligible for special education services; providing direct and indirect social/emotional services; consulting and collaborating with special education and general education teachers regarding social/emotional, behavioral, and academic concerns; and participating on building level teams. ESSENTIAL DUTIES AND RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty/functions satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Job Tasks Descriptions 1) Provide: a. Direct and indirect services to students, families, and appropriate staff. b. Counseling services to students and families. c. Consultation with school staff and families on interventions. d. Alternative adaptations to address student needs. e. Advocacy for students based on professional and ethical guidelines as well as state standards. 2) Conduct individual psychoeducational assessments based on student need, clearly and concisely communicate test results and educational implications as part of a multi-disciplinary team and maintain all necessary documentation. Write FBAs and BIPs. 3) Develop, plan, prepare, and implement individual, measurable, long-term, and short-term objectives based on student identified needs. 4) Apply techniques, strategies, and intervention to enhance/motivate students to meet IEP goals and objectives and evaluate student performance based on IEPs. 5) Teach coping and problem-solving skills through individual and small group counseling, foster student independent function, and encourage opportunities for equitable participation in school programs for all students. 6) Monitor student growth and progress, adapt support as needed, and maintain documentation pertinent to academic, social, and emotional progress and needs of students. 7) Communicate students' progress and needs with parents and other staff as needed. 8) Collaborate: a) With teachers, support personnel, administrators, and colleagues to improve student outcomes. b) With colleagues in team and building-based meetings and discussions. 9) Demonstrate a commitment to: a) Understand, appreciate, and make accommodations for student diversity. b) Include and engage families in the student's education. c) Support all Laramie County School District 1 policies, procedures, and expectations. 10) Attend work and arrive in a timely manner. 11) Perform other duties as assigned. EDUCATION AND RELATED WORK EXPERIENCE: Master's degree in Psychology required. Current enrollment in School Psychologist preparation program with internship only remaining. Experience with students in an educational setting preferred. LICENSES, REGISTRATIONS or CERTIFICATIONS: Criminal background check required for hire. TECHNICAL SKILLS, KNOWLEDGE, & ABILITIES: Ability to communicate, interact and work effectively and cooperatively with all people including those from diverse ethic and educational backgrounds. Oral and written communication skills. Ability to work supportively with other teachers, staff, and administrators to provide an effective learning environment. Demonstrated skills in data gathering and analysis, project planning, and evaluation. Ability to show respect and sensitivity to individual needs/concerns. Ability to communicate with students, parents/guardians, staff, and community members. Ability to be a part of and work with a team. Ability to maintain confidentiality in all aspects of the job. Ability to manage multiple priorities. Ability to effectively communicate with leadership, staff, parents, guardians, and students. Ability to frequently travel among district facility locations. Critical thinking and problem-solving skills. Ability and willingness to adhere to attendance requirements, including regular and punctual employee presence. Ability to promote and follow Board of Trustee policies, district, building and department procedures. Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator. MATERIALS AND EQUIPMENT OPERATING KNOWLEDGE: Operating knowledge of and experience with personal computers and peripherals. Operating knowledge of and experience with typical office equipment, such as telephones, copier, etc. Operating knowledge of and experience with office productivity programs, such as Microsoft Office Suite, E-mail, etc.

Certified Staff/Guidance Counselor Date Available: 01/05/2026 Additional Information: Show/Hide Nature and Scope of Job The school counselor is a certified, professional educator who works collaboratively with students, families, teachers, administrators, and community stakeholders to implement a comprehensive school counseling program. The school counseling program fosters academic achievement, career and college readiness, and social-emotional development, ensuring that students are equipped with the skills and resilience to succeed in life and contribute to a global society. 1. Define The school counselor supports equitable access to education, focusing on three core domains: * Academic Development - Ensuring students receive the guidance needed to excel in learning. * Career Development - Preparing students for post-secondary success in a rapidly evolving workforce. * Social/Emotional Development - Fostering resilience, innovation, and compassionate decision-making. Counseling services include direct instruction, individual and group counseling, academic and career advice, crisis response, and collaboration with external agencies when appropriate. 2. Manage The counselor utilizes data-informed practices to organize and assess program effectiveness. Responsibilities include: * Collaborating with administration to complete the Annual Agreement, aligning goals with school's mission. * Using time-tracking tools to ensure at least 80% of the counselor's time is spent on direct and indirect services to students. * Leading or participating in the School Counseling Advisory Council to evaluate and improve services based on student needs. * Using data to support equitable academic outcomes and remove barriers to success. 3. Deliver Direct Student Services * Academic Advising: Develop academic plans, conduct graduation checks, assist with course selections, and support academic interventions. * College and Career Readiness: Provide guidance on post-secondary planning, including college admissions, scholarships, military, and career training. * Social/Emotional Support: Offer individual and group counseling for students dealing with personal challenges, crisis situations, and social-emotional development. * Group Counseling: Facilitate peer support, stress management, and at-risk student intervention groups. Indirect Student Services * Collaboration and Consultation: Work with teachers, administrators, and families to support student success. * Community Referrals: Connect students with local agencies for mental health, crisis intervention, and additional support services. * For High School Counselors: Program Coordination: Oversee services such as concurrent enrollment (WWCC), ACT/SAT/PSAT/ASVAB testing, and college/career fairs. 4. Assess * Collect and analyze data on academic performance, attendance, behavior, and program participation. * Evaluate the effectiveness of interventions and adjust services to support student success. * Lead or support program evaluations, including graduate follow-up studies to improve postsecondary readiness. * Use data to advocate for equity and access for all students, ensuring alignment with school's mission of lifelong success. Essential Duties and Responsibilities * Conduct new student orientation and transition programs. * Develop and monitor individualized student assistance plans for those at risk of not graduating. * Provide interventions related to mental health, trauma, substance abuse, and personal development. * Coordinate and oversee standardized testing programs and interpret results for students and families. * Deliver classroom lessons aligned with the ASCA Mindsets & Behaviors for Student Success. * Assist with scheduling, academic interventions, and student advocacy. * Organize financial aid nights, college visits, and parent information sessions. * Maintain accurate student records and documentation of counseling services. * Implement crisis response procedures and contribute to school-wide safety planning. * Support special populations, including students with 504 plans, and diverse learning needs. Job Qualifications Knowledge, Skills, and Abilities * Expertise in academic counseling, career guidance, and social-emotional support. * Familiarity with Special Education law, FERPA, and ethical practices in school counseling. * Strong interpersonal, collaboration, and communication skills. * Ability to analyze and use student data to drive programming and decision-making. * Proficiency in digital tools for student information management, scheduling, and career planning. Education and Certification * Degree in School Counseling from an accredited program. * Valid Wyoming School Counselor certification. * Preferred: Experience working with students in an educational setting. Technology Proficiency * Learning Management Systems (LMS) Usage - Ability to navigate and utilize digital learning platforms. * Classroom Technology Integration - Knowledge of interactive whiteboards, projectors, and student devices. * Online Assessment Tools - Experience creating and managing digital quizzes, tests, and evaluations. * Virtual and Hybrid Teaching - Proficiency in video conferencing and remote learning platforms. * Educational Data Analysis - Ability to interpret student performance data to guide instruction. * Digital Collaboration Tools - Experience using shared documents, discussion boards, and communication apps. * Basic Troubleshooting - Ability to resolve minor technical issues with classroom technology. * Assistive Technology - Understanding of tools that support diverse learning needs. * Cybersecurity and Digital Safety - Awareness of online privacy, security risks, and digital citizenship. 10. Content Creation and Multimedia - Ability to develop digital learning materials (videos, presentations, infographics) 11. Student Information Systems (e.g., PowerSchool) 12. Digital Counseling Tools (e.g., Google Suite) 13. Virtual Learning Environments (e.g., Canvas) 14. Data Analytics - Tracking students success and intervention effectiveness Physical and Environmental Demands * Ability to sit, stand, and walk for extended periods. * Able to lift up to 50 pounds occasionally. * Work inside a school environment, with potential exposure to outdoor elements for events and student support. * Tolerant of noise, crowds, and high-stress situations.

Job Description We're seeking Board Certified Behavior Analysts (BCBAs) who are ready to make a meaningful impact while being supported every step of the way. Please Note: We do not provide training for BCBA certification. Applicants must already hold active BCBA certification. Our training program is designed to support certified BCBAs in excelling within our company. What We Offer Competitive Pay: $55-$80/hr Start Part-Time: Transition to full-time after 90 days Work Options: In-person or hybrid roles Structured 6-Month Training & Onboarding: Paid training program (13 hours across 6 months) to help you grow, connect, and thrive as part of our team Free Licensure in All States We Operate In: We'll cover the cost of your LBA so you can work across multiple states under our company Same Day Pay for flexibility Full-Time Benefits (after 90 days): Health, dental, vision, life insurance, 401K with match, PTO, holiday pay Growth Opportunities: Free CEUs, mentorship, leadership paths No Non-Compete / No Set Caseloads What You'll Do Conduct assessments & create behavior plans Supervise ABA programs and staff Support and train caregivers & RBTs Collaborate with a team of experienced BCBAs Requirements Active BCBA certification (required) Experience supervising RBTs/technicians Strong clinical and decision-making skills Growth mindset & cultural responsiveness Apply today and join a supportive team that values your expertise, flexibility, and professional growth.

Student Support Services/LD/BD Resource Date Available: 08/01/2025 Additional Information: Show/Hide Park County School District Number 6 Board Certified Behavior Analyst SALARY RANGE: $73,118 - $106,318 Qualifications: Special Education BCBA or Related Service degree and experience preferred. Reports To: Special Education Director and Building Principals Job Goal: Assist developing, implementing, and training staff in the use of behavior analysis that encompasses research based and empirically sound intervention techniques. To promote a safe and positive school environment based on best practices in behavior classroom management. To promote student success in the special education as well as general education settings. Performance Responsibilities: * Provide behavioral support early intervening services for students in kindergarten through grade twelve. Serve students who are not currently identified special education, which need additional behavioral support to succeed. * Ensure high-quality ongoing behavior analytic services. This includes taking procedural integrity measures to ensure procedures are being run correctly; overseeing progression through the written teaching program; overseeing consistent implementation of behavior plans * Provide ongoing, job-embedded professional development for school staff to build capacity for addressing the many and varied types of behavior issues that arise with students. * Consult with regular education teachers to assist in developing positive behavior interventions and classroom management solutions. * Consult with regular education teachers to assist and train in data collection procedures for monitoring positive behavior interventions. * Work collaboratively with school staff as they implement strategies and interventions. * Assist in the development of functional behavior analyses in the referral and MDA process. * Complete classroom observations of teachers as they implement positive behavioral strategies and provide feedback. * Participate in Building Interventions Team (BIT) meetings as well as Multi Tiered Systems of Support (MTSS) meetings and assist in the development, implementation and monitoring of intervention strategies for teachers when students have behavioral concerns. * Communicate openly and effectively with parents and educational staff. * Assist parents and families in developing behavior analytic strategies for the home and help families connect with community resources. * Research information pertinent to student behavior management and positive behavior support strategies. * Observe student behavior and assist in development of positive behavior plans for identified children. * Model behavior analytic techniques including behavior intervention and reinforcement strategies. * Collect and maintain data on the effectiveness of interventions and classroom management strategies. * Prepare and maintain relevant information, reports and records regarding targeted students for the Principals and Special Education Director.

Job Description Opportunity for Growth into a Registered Behavior Technician (RBT) Gateway Autism Therapies and Education is seeking a dedicated Behavior Technician (BT) to join our team. This position provides an opportunity for professional growth into a Registered Behavior Technician (RBT) role, with comprehensive training and ongoing supervision from a Board Certified Behavior Analyst (BCBA). Position Overview The Behavior Technician will deliver evidence-based behavioral therapy to children with Autism Spectrum Disorder (ASD) in clinic and home settings. Under the direct supervision of a BCBA, the BT will implement Applied Behavior Analysis (ABA) interventions designed to improve communication, social skills, and adaptive behaviors. Key Responsibilities Provide direct one-on-one ABA therapy to children aged 2 to 15 years Implement behavior intervention plans as designed by the supervising BCBA Participate in ongoing training to develop clinical competencies in behavior analysis Attend regular supervision and team meetings to review client progress and refine interventions Collect and maintain accurate data and clinical documentation for treatment sessions Adhere to ethical and professional guidelines set by the Behavior Analyst Certification Board (BACB) Communicate effectively with clients, families, and other professionals involved in treatment Maintain a structured schedule and demonstrate punctuality and reliability Career Growth & Certification Support This role provides structured training and professional development opportunities for those seeking to become RBT-certified. We offer hands-on experience, mentorship, and support throughout the certification process. Already an RBT? Apply Today! If you are already a Registered Behavior Technician (RBT), we encourage you to apply! We are looking for dedicated professionals to expand our team and offer competitive opportunities for those with RBT certification and experience. Schedule & Work Location Monday thru Friday, 4pm - 6pm Work settings include clinic and home-based therapy Join our team and make a meaningful impact in the lives of children with autism. Apply today and take the next step in your career with Gateway Autism Therapies and Education!

WHAT IS A CERTIFIED MENTAL HEALTH WORKER? Certified Mental Health Worker (CMHW) is Your Gateway to a Fulfilling Mental Health Career in Wyoming with Only a Bachelor's Degree Read our blog here to find out more. DO YOU QUALIFY TO BECOME A CMHW? IF YOU HAVE A BACHELOR'S DEGREE IN A RELATED HUMAN SERVICE FIELD, YOU DO!! Certified Mental Health Worker by Examination - This is intended for those with a bachelor's degree in a human behavioral discipline who are not licensed in another jurisdiction and have tested or need to test. Certified Mental Health Worker by Reciprocity - This is intended for those with a bachelor's degree in a human behavioral discipline who hold a similar license in another jurisdiction. Position Overview Under the direction of the Clinical Director, or a qualified clinical supervisor, the Certified Mental Health Worker (CMHW) is an individual, who performs the application of human services or psychological theory and methods to the treatment or prevention of psychosocial dysfunction, disability, or impairment, including emotional or mental disorders, under the supervision of a qualified clinical supervisor licensed in the state of Wyoming. The practice of a CMHW shall not include assigning a diagnosis or invoking a Title 25 hold. Full-time or part-time positions available. Essential Duties and Responsibilities * Maintain quality and timely documentation of services that encompasses all aspects of patient care. * Provide evidence-based treatment to produce desired results through Feedback Informed Therapy. * Deliver treatment through individual and manualized group treatment. * Participate in clinical supervision and training to develop competence to the level of proficiency in eight professional practice dimensions. * Maintain effective working relationships with Clinical Director, co-workers, office and administrative staff, and community stakeholders. Full job description available upon request. Candidate Qualifications and Experience * Bachelor's Degree in Human Services field of study such as addictionology, chemical dependency, substance use disorder, counseling, psychology, social work, sociology or a related field. * Ability to obtain a Certified Mental Health Worker license in the state of Wyoming. * High degree of organizational skills and attention to detail. * Successful completion of HCBH pre-employment screening and background check. * Has the ability to communicate effectively orally and in writing. * Has a valid driver's license and eligible for HCBH insurance coverage(s). * Proficient in Microsoft Office: Word, PowerPoint, Excel, Outlook. * Ability to conceptualize, develop and implement programs to their completion in a fast-paced environment Benefits * Competitive Salary * Full-time Benefits include: * Medical, Dental, Vision, and Supplemental Insurance * Paid Holidays * Generous PTO Package * Wyoming Retirement Plan (9.25% Employee/9.37% Employer) Who We Are Since 1986, our non-profit organization has been committed to providing rural communities in Wyoming and Idaho with affordable access to life-changing behavioral services. Our team of licensed professionals are devoted to the application of therapeutic methods that enhance the lives and well-being of our clientele through counseling, case management, medication management and crisis services. It is our Mission to effectively listen, guide, and teach those who are at a crossroad in their lives how to build healthy relationships, regulate emotions, and manage stress in order to reduce suffering and reach their potential for happiness and well-being. While performing the duties of this job, the employee is required to walk, stand, sit, and use the hands. Occasionally stoop, crouch, or kneel. The employee must occasionally exert or lift up to 25 pounds. High Country Behavioral Health is proud to be an equal opportunity employer. We are committed to cultivating an environment where equal employment opportunities are available to all employees and job applicants regardless of race, color, religious creed, national origin, ancestry, age, gender, pregnancy, sexual orientation, gender identity, marital status, familial status, disability or genetic information, in compliance with applicable federal, state, and local law. High Country Behavioral Health celebrates diversity and believes it is critical to our success. As such, we are committed to recruit, develop, and retain the most talented individuals to join our team.

NCSD offers new classified employees previous experience credit as follows for verified and approved experience: 0-3 Years = Step 1 4-6 Years = Step 4 7-10 Years = Step 6 11-15 Years = Step 8 Our 2025-26 School Year Hourly Rate of Pay is as follows: Behavior and Substitute Support Personnel - 7.00 hours/day Step 1 - $18.97 Step 4 - $19.85 Step 6 - $20.48 Step 8 - $21.14 For more information on pay, please call or email Jennifer, HR Generalist at ************ or jennifer_************************. Purpose Statement Behavior & Substitute Support Personnel The job of Behavior & Substitute Support Personnel is done for the purpose/s of supervising and assisting students in order to continue his or her education as consistently and seamlessly as possible; implementing lesson plans and delivering group and individual student instruction within established guidelines; modeling and mentoring appropriate behavior for students; assessing and monitoring behavioral improvement; assisting in the implementation of behavior modification; and monitoring and reporting student behavior and performance. This job reports to Administrator Essential Functions Ability to be flexible in order to adapt to daily changing assignment for the purpose of ensuring student learning objectives are met. Advocates for students for the purpose of building relationships and developing a safe learning environment. Assigns discipline to students under guidance of building administration or principal designee for the purpose of ensuring students, who break the rules, are given appropriate consequences. Assists classroom teachers and guidance counselors with at-risk students for the purpose of maintaining a safe environment. Attends meetings for the purpose of gathering and dispensing information. Collaborates with building staff (e.g. teachers, principal, office staff, etc.) for the purpose of receiving clear direction regarding lesson plans and expectations of assigned areas. Communicates with stakeholders (e.g. teachers, regarding assigned students' progress; parents, school personnel, community resources, etc.) for the purpose of participating in needs assessments and developing positive professional relationships. Develops ongoing, positive relationships, on behalf of individual students (e.g. teachers, parents, District personnel, community resources, etc.) for the purpose of providing information related to student progress, as assigned in their individual educational program, and mentoring students for attaining successful outcomes. Facilitates a variety of learning processes (e.g. skill development in social appropriateness, anger management, conflict resolution, bullying; developing student-parent-school communication, etc.) for the purpose of providing learning concepts, practice, and implementation. Facilitates student programs as needed (e.g. social emotional learning, Crime Stoppers, mentorship, etc.) for the purpose of providing a safe and positive learning environment. Guides students in personal interactions and/or specific student issues for the purpose of developing interpersonal skills and successful problem-solving strategies. Implements plans and goals set forth by the regular classroom teacher (e.g. procedures, rules, classroom routines, building policy, substitute instructions, etc.) for the purpose of providing consistency in classroom management and normal classroom routines, and maintaining a safe and positive learning environment. Implements proactive behavioral strategies for the purpose of maintaining a safe and positive learning environment. Maintains a variety of manual and electronic documentation files and records for the purpose of providing written reference and reliable information for administration and instructional teams; documenting student progress in accordance with mandated requirements. Monitors students within a variety of activities for the purpose of assuring their health, safety, and welfare. Monitors positive behaviors (e.g. professional/ethical public image, relational skills, appropriate written and verbal communication, manners, honors diversity and mutual respect, etc.) for the purpose of promoting appropriate social and interpersonal behavior in alignment with district goals. Monitors students within a variety of school environments (e.g. school grounds, restrooms, halls, etc.) for the purpose of ensuring student compliance to established regulations, providing mediation, maintaining a safe and positive learning environment, and establishing rapport. Oversees a wide variety of on and off campus special events during school hours, after-hours, and on weekends (e.g. varsity athletics, dances, theatre productions, etc.) for the purpose of maintaining safe extracurricular activities as needed and/or assigned. Provides positive reinforcement to students (e.g. encouragement, consistency, positive attitude, etc.) for the purpose of acting as a role model and supporting students in meeting individual plan objectives and school-wide discipline plans. Responds to emergency situations (e.g. building emergency protocol, fights, suspected child abuse and/or substance abuse, etc.) for the purpose of addressing immediate safety concerns and directing to appropriate personnel for resolution. Other Functions Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. Certificates and Licenses Valid State of Wyoming Teaching License or Substitute Teaching Permit