Board Certified Behavior Analyst (BCBA) en Inglewood Unified School District, CA

About the Department

DEFINITION
Under the direction of the Assistant Superintendent of Educational Services or designee, the Board Certified Behavior Analyst (BCBA) provides consultation, and direct support in the design, implementation, and monitoring of behavioral programs for students with intensive and complex behavioral needs utilizing applied behavior analysis. The primary goal of the BCBA is to help students achieve their full potential by designing and implementing behavior intervention plans that target specific behaviors. The BCBA supports staff, parents, and administrators through training, coaching, and data-driven interventions to ensure that students can access their educational programs in the least restrictive environment.

BEHAVIOR SUPPORT TEAM
The Board Certified Behavior Analyst (BCBA) provides specialized behavioral expertise as a member of the District’s Behavior Support Team. BCBAs deliver services across school sites, collaborating with special education teachers, general education teachers, specialists, parents, and school staff to support students whose disabilities or behaviors significantly impact learning and social development.

In this capacity, the BCBA conducts functional behavior assessments, designs and implements individualized behavior intervention and support plans, and develops evidence-based strategies to promote safe, supportive, and effective learning environments. The BCBA works in close collaboration with school psychologists, site staff, and District personnel to strengthen student communication, social skills, and overall school success.

In addition to direct student services, the BCBA provides training, coaching, and consultation to school staff and families, and contributes to the development and delivery of district-wide and site-specific professional development. Areas of training include behavioral assessment, intervention strategies, evidence-based practices, and progress monitoring. All services and supports are grounded in the principles of Applied Behavior Analysis (ABA) and aligned with District goals and compliance requirements.

DISTINGUISHING CHARACTERISTICS
The Board Certified Behavior Analysts classification is distinguished from the Behavior Support Advisor and Registered Behavior Technician by its specialized role in behavioral assessment, treatment planning, and intervention. While the Behavior Support Advisor provides leadership and oversight for the Behavior Support Team, and Registered Behavior Technicians provide direct support to students under supervision, the BCBA functions as the team’s clinical and technical expert.

BCBAs are responsible for conducting functional behavior assessments, developing individualized behavior intervention plans, monitoring student progress, and ensuring data-driven decision-making. They provide advanced consultation and training to teachers, staff, and families, and play a critical role in ensuring compliance with state and federal regulations regarding behavioral supports. This classification requires professional certification, specialized knowledge of Applied Behavior Analysis, and demonstrated ability to collaborate effectively with multidisciplinary teams to support student success.

SUPERVISION RECEIVED AND EXERCISED
Supervision is provided by the Assistant Superintendent of Educational Services or designee. This position does not supervise but may provide guidance to classified paraprofessionals assigned to support students with behavioral needs.

Position Duties

This position description is intended to describe the general nature and level of work being performed by the employee assigned to the position. This description is not an exhaustive list of all duties, responsibilities, knowledge, skills, abilities, and working conditions associated with the position. Incumbents may be required to perform any combination of these duties. All requirements are subject to possible modification to reasonably accommodate individuals with a disability. Duties may include, but are not limited to the following:

1. Commits to honoring IUSD’s Mission, Vision, Core Values, Commitments, and Indicators of Student Success.
2. Conducts Functional Behavior Assessments (FBAs), analyzing antecedents, behaviors, and consequences to determine root causes of challenging behaviors. E
3. Develops and implements individualized treatment and behavior intervention plans (BIPs) tailored to each student’s unique needs and strengths, with measurable and achievable goals. E
4. Provides case supervision, including ongoing monitoring and evaluation of individualized behavior support plans (BSPs) aligned with IEP goals (if applicable). E
5. Provides direct therapy services to students using evidence-based practices such as positive reinforcement, shaping, and prompting to teach new skills and reduce problem behaviors. E
6. Trains and coaches paraprofessionals, teachers, and support staff on student-specific behavioral strategies, classroom supports, and monthly professional learning, including Nonviolent Crisis Intervention (NCI). E
7. Consults and collaborates with case carriers, teachers, speech-language pathologists (SLPs), occupational therapists (OTs), psychologists, and other service providers to support integrated student services. E
8. Provides consultation and classroom support to ensure fidelity of evidence-based practices and positive behavioral interventions. E
9. Delivers parent and caregiver training, resources, and ongoing support to ensure generalization of skills across school and home settings. E
10. Designs, implements, and oversees behavioral data collection systems to ensure accurate, quantifiable data is gathered and analyzed for continuous program evaluation. E
11. Manages student data, including progress monitoring, goal attainment, and timely updates to BSPs. E
12. Provides professional development, training, and supervision to staff and paraprofessionals to ensure proper implementation of behavior intervention plans. E
13. Collaborates with multidisciplinary teams, including IEP teams, to provide expertise on behavior-related matters. E
14. Maintains knowledge of current research, best practices, and legal requirements related to behavioral interventions in California public schools; attends professional development and completes continuing education to maintain BCBA certification. E 
15. Performs other duties as assigned that are appropriate within the professional scope of the position.

Minimum Qualifications

The requirements listed below are representative of the knowledge, skills, and abilities required to satisfactorily perform the essential duties and responsibilities.

Knowledge of:

• Applied Behavior Analysis (ABA), Functional Behavior Assessments (FBA), and Behavior Intervention Plans (BIP)
• Principles and strategies for individualized treatment planning and intervention
• Multi-Tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS)
• Federal and state laws and regulations governing behavior supports, special education, Section 504, Individuals with Disabilities Education Act (IDEA), and Americans with Disabilities Act (ADA)
• District data systems and reporting requirements
• Training and supervision methods for paraprofessionals and other staff
• Effective collaboration strategies with educators, specialists, families, and community partners
• Current research, evidence-based practices, and professional ethics in behavior analysis
• Applicable federal, state, county, and local statutes, rules, regulations, policies and procedures. 
• Applicable district and departmental policies and procedures

• Conduct functional assessments and design effective, evidence-based intervention plans
• Provide direct behavioral therapy services and train others in their implementation
• Collect, analyze, and interpret behavioral data to guide decision-making
• Communicate effectively in both oral and written forms with diverse audiences
• Provide leadership, coaching, and conflict resolution in collaborative settings
• Maintain professional development and certification requirements for BCBA practice

Other Qualifications

Any other combination of experience, training, and/or education that could likely provide the desired knowledge, skills, and abilities may be considered.

Education

• Bachelor’s degree from a regionally accredited college or university is required
• Master’s degree in Behavior Analysis, Special Education, Psychology, or a closely related field

• Minimum of three (3) years of successful experience working in both general and special education settings supporting students with significant behavioral challenges
• Experience in conducting FBAs, developing BIPs, and providing direct behavior therapy services
• Experience providing staff training, consultation, and supervision in a school or clinical setting

• Board Certified Behavior Analyst (BCBA) certification or documented progression toward certification
• Valid California driver’s license and insurable driving record; must be able to travel between job sites