Board Certified Behavior Analyst

School-Based Board Certified Behavior Analyst (BCBA)

Reports:
Special Education Director

Union: OEA

POSITION SUMMARY

Othello School District is seeking a collaborative, student-centered Board

Certified Behavior Analyst to support students, families, and school teams

across the district. The School-Based BCBA will provide behavior consultation, assessment, intervention planning, staff coaching, and professional development. The successful candidate will help school teams understand the purpose of student behavior, implement evidence-based supports, strengthen student independence, and increase access to inclusive educational environments. This position works collaboratively with general education teachers, special education teachers, para educators, school psychologists, related-service providers, administrators, students, and families.

ESSENTIAL FUNCTIONS

• Conduct Functional Behavior Assessments and assist teams in developing Behavior Intervention plans.
• Collect, analyze, and interpret behavior data to guide educational decisions.
• Observe students across classrooms, programs, and unstructured school settings.
• Develop practical, evidence-based behavior supports that can be implemented successfully in school environments.
• Provide consultation and coaching to teachers, para educators, administrators, and other school staff.
• Model behavior-support strategies and provide feedback regarding implementation fidelity.
• Support IEP teams in developing measurable behavior, social-emotional, adaptive, communication, and independence goals.
• Participate in IEP, MTSS, manifestation determination, safety-planning, and problem-solving meetings as appropriate,
• Assist teams in selecting proactive, positive, trauma-informed, and culturally responsive interventions.
• Support the development of strategies that reduce student dependence on adult assistance and increase independence.
• Collaborate with families and outside providers, when appropriate, to support consistency across environments.
• Provide district and building-level professional development on behavior, de-escalation, data collection, reinforcement, prompting, and intervention fidelity.
• Assist teams in reviewing patterns of behavior, discipline, restraint, isolation, and crisis-response data.
• Maintain accurate records, reports, and documentation in accordance with district, state, and federal requirements.
• Support compliance with student IEPs, IDEA, Section 504, district policies, and applicable Washington requirements.
• Supervise behavior technicians or other assigned staff when applicable and permitted by credentialing requirements.
• Perform other duties related to student behavior support as assigned.

REQUIRED QUALIFICATIONS

• Master's degree in behavior analysis, education, psychology, special education, or a related field.
• Current Board Certified Behavior Analyst certification through the Behavior Analyst Certification Board.
• Current Washington State Licensed Behavior Analyst credential, or ability to obtain the credential before beginning employment.
• Experience conducting Functional Behavior Assessments and developing Behavior Intervention Plans.
• Knowledge of applied behavior analysis, positive behavior supports, data collection, progress monitoring, and intervention fidelity.
• Ability to communicate effectively and collaborate with students, families, educators, administrators, and community providers.
• Ability to pass all required background checks and meet district employment requirements.

PREFERRED QUALIFICATIONS

• Experience working as a BCBA in a public-school setting.
• Experience supporting students with autism, intellectual disabilities, communication needs, emotional or behavioral disabilities, and other complex learning needs.
• Knowledge of IDEA, IEP development, Section 504, MTSS, discipline procedures, manifestation determinations, and least restrictive environment requirements.
• Experience providing coaching and professional development to teachers and para educators.
• Experience supporting inclusive practices and increasing student independence.
• Training in trauma-informed practices, crisis prevention, de-escalation, and culturally responsive behavior support.
• Experience supervising behavior technicians or other behavior-support personnel.
• Bilingual English/Spanish skills are preferred.

DESIRED PROFESSIONAL QUALITIES

The successful candidate will:

• View behavior as communication.
• Maintain student dignity and confidentiality.
• Focus on prevention and skill development rather than punishment.
• Develop supports that are practical for school staff to implement.
• Build positive relationships with students, families, and staff.
• Communicate clearly, respectfully, and professionally.
• Respond calmly and effectively in challenging situations.
• Use data while considering the whole student and their educational environment.
• Value collaboration, inclusion, and student independence.

PHYSICAL DEMANDS