Supervising BCBA - School

ABA Therapy Partners is looking for a full time Supervising BCBA

Job Description

Under the direction of the site or District administrator, the Board Certified Behavior Analyst (BCBA) ensures a safe environment which meets the academic and socioemotional needs of students. The Board Certified Behavior Analyst (BCBA) leads applied behavior analysis (ABA) training and program development at the district level, supports and coaches Instructional Specialists and classroom staff, and ensures implementation of legally compliant, evidence-based behavior intervention programs.

Major Duties and Responsibilities

Conducts Functional Behavior Assessments (FBAS) for students referred by IEP teams or school staff, including direct observation, data collection, record review and stakeholder interviews

Analyzes behavioral data and progress monitoring information to inform instructional and behavioral decision-making; adjusts plans, supports, and programs as appropriate

Provides direct behavioral support to students through observation, modeling, coaching, and in-the-moment consultation in classroom and community settings

Consults with IEP teams to develop measurable behavioral goals, positive behavior support systems, crisis prevention strategies, and appropriate behavior-related services

Participates in IEP meetings as needed to present behavioral assessment results, recommend supports and services, and support team decision-making

Leads and coordinates district-level ABA professional development, including designing training materials, facilitating workshops, supporting Instructional Specialists, and evaluating staff competency in ABA principles and practices

Facilitates regularly scheduled behavior team meetings, including setting agendas, leading discussions, reviewing cases, documenting outcomes, and monitoring action items

Serves as the District's primary resource and subject matter expert for applied behavior analysis, remaining current with BACB (Behavior Analyst Certification Board) ethical standards, state regulations, legal requirements, and evidence-based practices

Supports the development, implementation, evaluation, and continuous improvement of behavioral programs and Multi-Tiered Systems of Support (MTSS) for behavior across the District

Provides guidance and coordination related to crisis prevention, de-escalation strategies, and crisis response protocols in collaboration with site administrators and staff

Reads, writes, edits, and approves behavior reports, including FBAS, behavior intervention. plans, progress reports, transition summaries, and IEP documentation related to behavior, ensuring accuracy, legal compliance, clear communication to stakeholders, and adherence to district timelines

Maintains organized records of student data, training logs, consultation notes, behavioral documentation, and program outcomes

Provides ongoing coaching, consultation, technical assistance, modeling, and structured feedback to general education teachers, special education teachers, paraeducators, instructional specialists, instructional assistants, administrators, and other staff to support effective classroom management and implementation fidelity of evidence-based behavioral strategies

Collaborates with program coordinators, school psychologists, speech and language pathologists, occupational therapists, and other related service providers to ensure integrated and coordinated support for students

Assists in the development and delivery of parent training and education related to behavioral support strategies and home generalization

Coordinates assessment and eligibility processes for students with significant behavioral needs, ensuring legal timelines are met

Supports district compliance with IDEA, California Education Code, BACB ethical guidelines, and local policies related to behavior support and intervention

Interfaces with community agencies, mental health providers, regional centers, and other external partners to support coordinated student services

Represents the District on county, regional, or state-level committees and collaborative groups related to behavior, as assigned

• Researches and disseminates current behavioral resources, tools, and best practices to district staff
• Utilizes appropriate technology to support students
• Utilizes knowledge of child growth and development to support student achievement
• Communicates effectively with students, parents, staff, and community
• Fosters constructive collegial relations with staff members that contribute to a positive school and District community
• Manages student behavior to promote positive student learning
• Promotes a healthy self-image in each student
• Promotes a student-centric attitude toward education
• Demonstrates appropriate hygiene and attire for the educational setting
• Demonstrates appropriate language and voice usage
• Demonstrates a professional and flexible attitude toward changing conditions
• Performs related duties as assigned.

Qualifications

Master's degree or higher in Applied Behavior Analysis, Special Education, Psychology, or a closely related field from an accredited institution

Current, valid Board Certified Behavior Analyst (BCBA) certification issued by the Behavior Analyst Certification Board (BACB) - required.

• Valid Gen Ed Credential/Sp Ed Credential/ PPS School Psychologist
• Appropriate California credential
• Experience in a SELPA, school district, or county office of education setting
• Experience designing and leading district-level professional development in ABA or behavior support.

Physical & Environmental Demands

Physical Activity (90%–95% of the time): Engaging in active, physical work with clients, including running, chasing, playing, lifting, kneeling, standing, walking, and climbing. This may also include implementing approved physical safety interventions or restraints when necessary and properly authorized.

Travel (10% of the time): Driving to and from client homes, schools, and other assigned service locations.

Outdoor Work (10%–15% of the time): Working outdoors with assigned clients in varying weather conditions and temperatures for school-based assignments.

Environmental Conditions: Working primarily in school-based and educational environments (classrooms, offices, hallways, and playgrounds) with varying noise levels and active settings.

Behavioral Demands: Encountering students exhibiting challenging behaviors, such as aggression, property destruction, or elopement, requiring adherence to established safety and crisis response protocols.

Ability to perform the essential functions of the position with or without reasonable accommodation.

The physical and environmental demands described above reflect the essential functions of the position. These functions must be performed with or without reasonable accommodation, consistent with applicable federal and state laws.

ABA Therapy Partners is an Equal Opportunity Employer.

We prohibit discrimination and harassment of any kind based on race, color, religion, religious creed (including religious dress and grooming practices), sex (including pregnancy, childbirth, breastfeeding, or related medical conditions), gender, gender identity, gender expression, sexual orientation, marital status, age (40 and over), national origin, ancestry, physical or mental disability, medical condition, genetic information, military and veteran status, cannabis use (off-duty), or any other characteristic protected by federal, state, or local laws.

All employment decisions are based on business needs, job requirements, and individual qualifications.

The company is unable to sponsor student and work Visa’s at this time.

Reasonable Accommodation: ABA Therapy Partners is committed to providing reasonable accommodations to qualified individuals with disabilities to enable them to perform the essential functions of their position. If you require a reasonable accommodation during the application process or employment, please contact Human Resources at HR @abatherapypartners.com

Good Faith Salary Range for this position is $85/hr.

Disclaimer: This job description is intended to provide a general overview of the position and is not intended to be an exhaustive list of all duties, responsibilities, or requirements. Duties and responsibilities may change based on organizational needs, and employees may be asked to perform other related duties as assigned.

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