Job Description
About the Employer As one of California's largest high school districts, we offer rewarding and exciting employment opportunities that impact our students and community in a positive way. We offer a supportive team environment with a shared passion and common goal of providing students the education and skills they need to succeed in college and career.
Apart from competitive salaries and 100% benefits coverage for employees and their dependents, we also focus on personal professional development.
We are looking for enthusiastic individuals to join our team!
Job Description / Essential Elements: East Side Union High School District Job Title: Board Certified Behavior Analyst (BCBA) - Behavior Specialist Description of Basic Functions and Responsibilities Under the direction of the Director of Special Services or designee, the Board Certified Behavior Analyst (BCBA) works in collaboration with multiple Behavior Support and Intervention providers and school and district leaders to create plans which improve student behaviors which impede their learning or the learning of others. The BCBA oversees development of a coordinated Positive Behavior Intervention Program consults with school administrators and staff concerning appropriate learning strategies and positive behavior interventions in order to support students to access instruction and to make academic progress in the least restrictive environment.
The BCBA must have a comprehensive knowledge of Federal and State laws that apply to the assessment of student(s) referred due to disruptive or assaultive behaviors.
Supervisor Director of Special Services
Major Duties and Responsibilities Assume responsibility for the development and implementation of a coordinated behavior management program for Special Services
- Participates in the planning development and implementation of program procedure, programs and best practices related to instruction using the principles of Applied Behavior Analysis (ABA)
- Plans and provides or supports the best practices relative to the management of students' behaviors including students in specialized programs as well as students with 504 plans and/or in general education
- Plans and provides or supports the provision of, positive behavior management interventions and programs, for students, classrooms and school site;
Develops and provides training to, and coordinates the work of instructional assistants and other staff implementing behavior intervention programs
Conducts Functional Behavior Assessments (FBA) as appropriate
Collects and analyzes data as part of the assessment, developing and monitoring behavior recommendations and Behavior Intervention Plan (BIPs)
Consults with principals, psychologists, case managers and other specialists in developing, monitoring and evaluating behavior management strategies for general students and students with IEP
May work directly with students
Attends IEP meetings as needed
Communicates with parents and staff members regarding strategies developed for referred students
Act as a student advocate
Monitor with district, state and federal compliance
Assist in the investigation and preparation of responses to California Department of Education (CDE) complaints
Keep current with best practices through current training and updates of previous training
Review IEPs for compliant and final submission
Other duties that revolve around behavior issues
Performs other appropriate duties as assigned
Knowledge and Skills Knowledge of practices, procedures, and techniques involved in the development and implementation of IEPs and behavior intervention plans
Positive behavioral intervention techniques
Current methodologies, communication systems, and intensive data-driven programs related to students with special needs
Public school curriculum, instruction, and classroom management for high school aged students
Behavioral intervention techniques used in both home and school environments
Common problems and concerns of students with special needs
Applicable federal, state, and local laws, codes, policies, procedures, and regulations, including mandates related to special education programs and the delivery of behavioral services
Effective oral and written communication skills
Ability to collaborate with IEP team
Minimum Qualifications Board Certified Behavioral Analyst (BCBA) certification
Special Education credential desired, not required
Pupil Personnel Services credential desired, not required
Valid California driver's license
Fingerprint clearance and tuberculosis certification as required by law
Evaluation
Annually by the Director of Special Services Physical Demands and Working Conditions 1. Seldom = Less than 25%
2. Occasional = 26%-50%
3. Often = 51%-75%
4. Frequent = above 76%
a. Ability to work at a desk, conference table or in meetings of various configurations [4]
b. Ability to stand for extended periods of time [2]
c. Ability to see to read, prepare and proofread documents [4]
d. Ability to hear and understand speech at normal level [4]
e. Ability to communicate so that others will be able to clearly understand normal conversation [4]
f. Ability to bend and twist, sit, stoop, kneel, push, and pull [4]
g. Ability to lift 5-20 lbs. [2]
h. Ability to carry 5-20 lbs. [2]
i. Ability to operate office equipment [4]
j. Ability to reach in all directions [4]
Working Environment School site and office environment
Regular interaction with students, staff, parents, and community agencies
May involve crisis intervention situations and emotionally sensitive interactions
Ability to travel to multiple school sites
Reasonable Accommodation The District will comply with all legal requirements relating to reasonable accommodation for employees and job applicants.
Approved: 03/19/2026 Bd Mtg
Requirements / Qualifications Comments and Other Information **Newly hired unit members will receive full credit for relevant prior verified contractual experience.**
Bilingual candidates preferred
Job Tags
Work at office, Local area