Board Certified Behavior Analyst

We are seeking a Board-Certified Behavior Analyst to support Aspire Public Schools Bay Area Schools.

Aspire Public Schools operates a network of high-performing, college preparatory charter schools serving TK-12 scholars in communities across California. Founded in 1998—in an effort to transform the inequitable racial, social, and gender outcomes that our communities persist through—Aspire is one of the largest and most forward-thinking open-enrollment public charter school systems in the nation.

Our purpose is to prepare our scholars for success in college, career, and life. At Aspire, we set a foundation for our scholars to gain knowledge, skills, and power to access and make choices for their families and post‑secondary lives. Every day, our community of students, families, teachers and staff comes together to learn, work, and play in an environment grounded in our values of Bienestar (Well‑Being), Culture of Belonging, Community Partnership, Agency & Self‑Determination, and Joy.

The primary function of the Board Certified Behavioral Analyst (BCBA) is to plan, develop, and monitor a variety of behavioral support service delivery options.

Serve as a resource to 3-4 schools under the direction of the Regional Director of Special Education and/or Program Specialists with duties that include but are not limited to:

• Develops, supports and provides differentiated training and coaching opportunities to school staff, District staff and families regarding school wide positive behavior support, classroom management, functional behavior assessment, behavior support plans, alternatives to suspension, and cultural and linguistic considerations in behavior and discipline.
• Collaborates with District and school staff in problem solving individual, classroom and school wide behavioral challenges.
• Promotes and supports a team approach in behavior support planning and implementation among the school community, teacher, paraprofessional, student and parents.
• Regularly collects and analyzes behavioral data to guide decisions regarding individual student supports, classrooms and school‑wide systems.
• Collaborate with the special education team to design and implement behavior intervention strategies and programs.
• Conduct Functional Behavior Assessments (FBA) assessments as required by IDEA, and provide behavior consultation to IEP team members, including support in drafting a strong behavior intervention plan and behavior data tracking systems.
• Consult with parents, teachers, and other staff regarding any accommodations/modifications needed for a specific child.
• Establish and monitor necessary caseloads, work with schools and other staff to plan assessments and meetings; reports, and assignments promptly and efficiently.
• Design and support the development of Behavior Intervention Plan, including IEP behavior goals.
• Participate as a member of the IEP team, contributing behavior evaluation findings and collaborating with all members of the team to develop behavior intervention plans and/or goals.
• Demonstrate knowledge of, and support, Aspire Public Schools Equity Beliefs, and mission, vision, standards, policies and procedures, operating instructions, confidentiality standards, and the code of ethical behavior.
• Perform other related duties as required and assigned.
• Develop resources and provide professional learning in Applied Behavior Analysis (ABA), Crisis Prevention Institute (CPI), and/or other evidence‑based methodologies related to addressing the needs of students with behavior difficulties.
• Demonstrate knowledge of, and support, the Aspire Public Schools mission, vision, value statements including antiracism, policies and procedures, operating instructions, confidentiality standards, and the code of ethical behavior.
• Travels across the region to support schools and travels across regions for team meetings and professional development, when needed.
• Perform other related duties as required and assigned.

• Have excellent reasoning, analytical and communication skills.
• Read and write at a level sufficient for the performance of assigned duties including independently producing…