Board Certified Behavior Analyst; BCBA

Board Certified Behavior Analyst (BCBA)

Starting Date: Aug 31, 2026

Department: Special Services |
Reports To: Executive Director of Special Education |
Work Schedule: Per negotiated agreement; 0.50 FTE

The Board Certified Behavior Analyst (BCBA) will support the behavioral, social, and emotional needs of students by providing consultation, training, and intervention strategies to staff, families, and administrators. The BCBA will conduct behavioral assessments, develop and implement intervention plans, and build staff capacity to address challenging student behaviors within a Multi-Tiered System of Support (MTSS) framework.

• Behavioral Assessment and Planning: Conduct functional behavioral assessments (FBA) for students with significant behavioral challenges, develop and support implementation of behavior intervention plans (BIP) based on assessment data, collaborate with IEP teams to design and update goals and strategies.
• Consultation and
  
  Coaching:
  
  Provide ongoing coaching and consultation to teachers, administrators, and staff regarding behavior analytic principles and interventions; oversee and guide RBTs and other classified staff.
• Training and Professional Development: Develop and deliver professional development for school teams and families on behavioral strategies, social‑emotional learning, and trauma‑informed practices; provide training on conducting FBAs and implementing BIPs.
• Collaboration and Team Support: Participate in delivery of special services and district leadership meetings; serve as liaison between schools and community agencies to coordinate wrap‑around services; work with district teams to address systemic behavioral needs and reduce disproportionality in disciplinary practices.
• Crisis Intervention and Management: Support schools in crisis situations involving student behavior; provide de‑escalation and emergency intervention training to staff.
• Documentation and Compliance: Maintain confidential records, logs, and reports in compliance with district, state, and federal guidelines; ensure adherence to IDEA and applicable WAC requirements.
• Additional Duties: Attend district and regional meetings and professional learning opportunities; perform other duties as assigned consistent with scope and intent of the role.

• Education and Certification: Master’s degree in Special Education, Psychology, or a related field required; BCBA certification required. Valid Washington State ESA certificate preferred.
• Experience: Documented experience conducting FBAs, developing BIPs, and supporting students with challenging behaviors; experience overseeing staff and providing training in behavior management techniques; demonstrated ability to collaborate effectively with diverse teams and community partners.
• Knowledge, Skills, and Abilities: Expertise in ABA principles and application in educational settings; familiarity with PBIS and trauma‑informed practices; strong organizational, communication, and problem‑solving skills; ability to manage multiple tasks and work effectively in a fast‑paced environment; cultural competence and commitment to equity and inclusion.

Evening and weekend meetings may be necessary. Must be able to perform essential functions working with students who may or may not have reasonable accommodations. Work is typically performed in and around student learning environments; may be exposed to childhood diseases, required to balance, crouch, crawl, bend, kneel, stand for prolonged periods, exposed to high noise levels, and experience a multitude of demands and changing priorities with frequent interruptions.

Travel between district sites is required.

Salary and benefits per negotiated agreement. FLSA status:
Exempt.

Performance will be evaluated in accordance with district policies and negotiated agreements.

Marysville School District complies with all federal and Washington State rules and regulations and will provide equal employment opportunity and treatment for all applicants and staff in recruitment, hiring, retention, assignment, transfer, promotion, and training. Such equal employment opportunity will be provided without discrimination with respect to race, creed, national origin, age, honorably discharged veteran or military status, sex, sexual orientation including gender expression or identity, marital status, the presence of any sensory, mental or physical disability or the use of a trained dog guide or service animal by a person with a disability.

The district will provide equal access to school facilities to the Boy Scouts of America and all other designated youth groups listed in Title 36 of the United States Code as a patriotic society.

• Robert Hascall, Executive Director of Special Education
• Special Education
• Phone:
• Email: .wa.us