BCBA

Position: Full time or part time BCBA
Board Certified Behavior Analyst (BCBA) – Hawthorne, CA and surrounding districts Full-Time and Part Time positions are available– 2025–2026 School Year We are seeking a Board Certified Behavior Analyst (BCBA) to join a supportive and collaborative team serving students in the Hawthorne, CA and surrounding districts for the 2025–2026 school year . Job Details:

Location:

Hawthorne, CA, Culver City, CA, and Inglewood, CA

Schedule:

Full Time and Part Time available, school hours Duration:
Through June 2026 Compensation: $55–$65 per hour, based on experience and skill set Job

Key Responsibilities:

Conduct Functional Behavior Assessments (FBAs) and develop data-driven, individualized Behavior Intervention Plans (BIPs) in alignment with student IEPs Provide on-site and/or classroom-based coaching and training to school staff and behavior support personnel (e.g., Behavior Technicians, Paraeducators, Teachers) Collaborate closely with multidisciplinary IEP teams, including special education teachers, school psychologists, and related service providers Supervise and support RBTs and Behavior Interventionists, ensuring fidelity of implementation and professional growth Monitor student progress through data collection, analysis, and ongoing plan revisions as needed Attend IEP meetings to present behavioral data, collaborate on goals, and recommend services Provide crisis support and consult on classroom behavior management strategies Support classroom teachers with implementing behavior strategies school-wide or within specialized settings (SDC, inclusion, etc.)

Facilitate and/or participate in behavior review meetings and parent consultations as needed Ensure compliance with state and federal education guidelines, documentation standards, and ethical practices as outlined by the BACB

Job Requirements:

Current BCBA certification in good standing with the Behavior Analyst Certification Board (BACB) Master’s degree in Applied Behavior Analysis, Special Education, Psychology, or related field Previous school-based experience working with diverse student populations, including students with autism, emotional disturbance, and other developmental disabilities Strong understanding of IDEA, FAPE, and IEP implementation in public school settings Ability to travel between school sites within the district as needed Excellent organizational, interpersonal, and communication skills Must meet all background and credentialing requirements as set by the district b-8b21-40fc-a65c-70a