Behavior Intervention Developer

The Accelerated Schools believe in the boundless potential of every student and are committed to helping them thrive. Located just south of Downtown Los Angeles, we serve a vibrant community of over 1,700 TK–12 students and are dedicated to preparing them to excel in college, career, and life. Our approach blends innovation, equity, and compassion, creating an environment where students are empowered to take ownership of their learning and their future.

About the Role

Reporting to the Director of Access, Equity and Compliance, the Behavior Intervention Development (BID) serves as a leader supporting behavior systems, Applied Behavior Analysis (ABA) practices, and post-secondary transition programming across The Accelerated Schools Network. This role provides direct support to school sites through professional development, coaching, and systems implementation, while also ensuring compliance with behavior-related components of IEPs. The BID leads training and supervision of Behavior Intervention Implementation (BII) staff, supports the development and implementation of Behavior Intervention Plans (BIPs), and effectively builds staff capacity to support students with behavioral needs. Additionally, this role contributes to the development of secondary transition curriculum and programming, particularly within Resource Lab settings, to ensure students are prepared for post-secondary success.

Instructional Approach

• Research-based practices, including project-based learning, student choice & voice, self-direction, and mentoring
• Students set their own short-term and long-term academic and personal goals
• Faculty members support students in monitoring their progress toward these goals daily

Approach to Behavior Support

• Embrace Restorative Practices and Circles as a means of building community
• Belief that all people should have opportunities to develop positive habits and learn from their mistakes
• Listen to students, seek to understand their perspectives, and support their journey toward empowerment

Mission & Commitment to Equity

The Accelerated Schools will graduate students who are prepared to succeed at the university and career of their choice who will enter the workplace as informed and productive employees. Educational equity is continuously creating and implementing practices that are culturally responsive, and honoring voices from all educational and community partners. Through curiosity, inquiry, self and system reflection, we disrupt inequitable systems so that students graduate in four years, college, career, and/or life ready.

Responsibilities

Behavior Systems & ABA Implementation

• Serve as the network lead for Behavior Intervention Developer (BID) services across all campuses
• Lead the implementation of Applied Behavior Analysis (ABA) principles across campuses
• Support development and fidelity of Behavior Intervention Plans (BIPs)
• Conduct behavior observations and Functional Behavior Assessments (FBAs) in collaboration with school psychologists and IEP teams
• Provide coaching to staff on behavior intervention strategies, data collection, and progress monitoring
• Ensure behavior supports align with IEP goals and services
• Monitor and support compliance with behavior-related IEP services, including fidelity of BIP implementation and documentation for audits

Professional Development (Network-Level)

• Design and deliver department-specific or network-wide professional development on:
  • Applied Behavior Analysis (ABA)
  • Behavior intervention strategies
  • De-escalation techniques and crisis response
  • Implementation of BIPs
• Lead and facilitate Crisis Prevention Institute (CPI) training and certification for staff
• Develop, monitor, and coach staff on the implementation and fidelity of Behavior Intervention Plans (BIPs)

BII Training, Supervision, and Support

• Train and supervise Behavior Intervention Implementers (BIIs) across campuses
• Provide training, coaching, and performance feedback to BIIs in collaboration with site administrators
• Develop BII training modules and onboarding support
• Monitor BII performance and provide feedback aligned to student needs
• Ensure BIIs are implementing behavior plans with fidelity
• Collaborate with Site SPED TOSAs, Compliance Coordinator, and administrators to align BII schedules and supports

Teacher and Staff Capacity Building

• Coach general and special education teachers on:
  • Behavior management strategies
  • Implementation of BIPs
  • Classroom systems that support positive behavior
• Support teachers in integrating behavior supports into instruction
• Provide modeling, feedback, and classroom-based coaching

Post-Secondary Transition Support

• Support the development and implementation of post-secondary transition planning for students with disabilities
• Collaborate with IEP teams to ensure transition goals are meaningful and aligned to student outcomes
• Develop and support the implementation of the secondary transition curriculum for Resource Labs
• Provide training to staff on transition planning, including:
  • Career readiness
  • Independent living skills
  • College and vocational pathways

Collaboration and Systems Support

• Collaborate with:
  • Site administrators
  • Compliance Coordinator
  • Site SPED Leads
  • School psychologists
  • SLPs and related service providers
• Participate in IEP meetings as needed to support behavior planning
• Support MTSS systems and alternatives to suspension/discipline

Data Collection and Monitoring

• Develop systems for tracking special education students:
  • Behavior incidents
  • Intervention effectiveness
  • Progress as it relates to behavior
• Develop and implement systems to track behavior data, intervention effectiveness, and student progress, using data to inform program improvements and staff coaching
• Support sites in maintaining documentation for compliance

Qualities of Our Ideal Teammate

• Deeply mission-driven and believe Accelerated can and will meet audacious goals
• Connect vision to outcomes by prioritizing strategically and using data to guide decisions
• Believe diversity drives innovation and actively foster inclusive environments
• Reflect on how your decisions advance equity and inclusion and work in partnership with students, families, and community
• Take ownership of your actions and impact; reflect, seek feedback, adjust as needed, and hold yourself accountable for results
• Value relationships and build trust through integrity, transparency, and follow-through
• Engage in honest, two-way dialogue grounded in empathy and humility
• Believe learning happens through dialogue, not monologue; listen actively, elevate diverse voices, and seek understanding, even in moments of conflict
• A strategic, outcomes-oriented problem solver; prioritize effectively, anticipate challenges, and adapt strategies to drive meaningful results
• Believe in continuous growth for yourself and others; celebrate wins, own mistakes, seek coaching and feedback, and support teammates in developing their skills and impact

Requirements

• Bachelor’s degree in Special Education, Psychology, Behavior Analysis, or related field
• Board Certified Behavior Analyst (BCBA) or coursework toward certification
• CA Clear Credentials in one of the following:
  • Education Specialist Credential
  • Pupil Personnel Services Credential (PPS) in school counseling, school psychology, or school social work
• Minimum 3–5 years of experience in behavior intervention or SPED support
• Experience implementing behavior plans and supporting students with behavioral needs
• CPI certification required (or must obtain within 60 days of hire)
• Demonstrated knowledge of IDEA, California special education regulations, and SELPA procedures

Preferred Qualifications

• Experience training staff at a systems level
• Experience with secondary transition programming
• Experience in charter schools or urban school settings

Benefits

• Medical, Dental, Life, and Vision Coverage
• CA State Teachers’ Retirement System (CalSTRS)

Pay

Competitive salary range: $89,900 - $117,469

Schedule

• 10 Month Certificated Work Calendar | 195 Work Days
• Travel across TAS campuses
• Physically active role (classroom support, CPI response when needed)
• Ability to move between classrooms and campuses
• Ability to respond to student behavioral incidents, including CPI interventions
• Ability to sit, stand, walk, and occasionally lift up to 25 lbs