Behavior Specialist (Eligibility Pool 2026-2027) - Special Services - Education Center

Description Of Basic Functions And Responsibilities

Under the direction of the Director of Special Services or designee, the Board Certified Behavior Analyst (BCBA) works in collaboration with multiple Behavior Support and Intervention providers and school and district leaders to create plans which improve student behaviors which impede their learning or the learning of others.

The BCBA oversees development of a coordinated Positive Behavior Intervention Program, consults with school administrators and staff concerning appropriate learning strategies and positive behavior interventions in order to support students to access instruction and to make academic progress in the least restrictive environment.

• Assume responsibility for the development and implementation of a coordinated behavior management program for Special Services
• Participates in the planning development and implementation of program procedure, programs and best practices related to instruction using the principles of Applied Behavior Analysis (ABA)
• Plans and provides or supports the best practices relative to the management of students’ behaviors including students in specialized programs as well as students with 504 plans and/or in general education
• Plans and provides or supports the provision of, positive behavior management interventions and programs, for students, classrooms and school site
• Conducts Functional Behavior Assessments (FBA) as appropriate
• Collections and analyzes data as part of the assessment, developing and monitoring behavior recommendations and Behavior Intervention Plan (BIPs)
• Consults with principals, psychologists, case managers and other specialists in developing, monitoring and evaluating behavior management strategies for general students and students with IEP
• May work directly with students
• Attends IEP meetings as needed
• Communicates with parents and staff members regarding strategies developed for referred students
• Act as a student advocate
• Monitor with district, state and federal compliance
• Assist in the investigation and preparation of responses to California Department of Education (CDE) complaints
• Keep current with best practices through current training and updates of previous training
• Review IEPs for compliant and final submission

Knowledge And Skills

• Knowledge of practices, procedures, and techniques involved in the development and implementation of IEPs and behavior intervention plans
• Positive behavioral intervention techniques
• Current methodologies, communication systems, and intensive data-driven programs related to students with special needs
• Public school curriculum, instruction, and classroom management for high school aged students
• Behavioral intervention techniques used in both home and school environments
• Common problems and concerns of students with special needs
• Applicable federal, state, and local laws, codes, policies, procedures, and regulations, including mandates related to special education programs and the delivery of behavioral services
• Effective oral and written communication skills
• Ability to collaborate with IEP team

Minimum Qualifications

• Board Certified Behavioral Analyst (BCBA) certification
• Special Education credential desired, not required
• Pupil Personnel Services credential desired, not required

Evaluation

Annually by the Director of Special Services

Physical Demands and Working Conditions

• Seldom = Less than 25%
• Occasional = 26%-50%
• Frequent = above 76%
• Ability to work at a desk, conference table or in meetings of various configurations [4]
• Seldom = Less than 25%
• Occasional = 26%-50%
• Frequent = above 76%
• Ability to stand for extended periods of time [2]
• Seldom = Less than 25%
• Occasional = 26%-50%
• Frequent = above 76%
• Ability to see to read, prepare and proofread documents [4]
• Seldom = Less than 25%
• Occasional = 26%-50%
• Frequent = above 76%
• Ability to hear and understand speech at normal level [4]
• Seldom = Less than 25%
• Occasional = 26%-50%
• Frequent = above 76%
• Ability to communicate so that others will be able to clearly understand normal conversation [4]
• Seldom = Less than 25%
• Occasional = 26%-50%
• Frequent = above 76%
• Ability to bend and twist, sit, stoop, kneel, push, and pull [4]
• Seldom = Less than 25%
• Occasional = 26%-50%
• Frequent = above 76%
• Ability to lift 5-20 lbs. [2]
• Seldom = Less than 25%
• Occasional = 26%-50%
• Frequent = above 76%
• Ability to carry 5-20 lbs. [2]
• Seldom = Less than 25%
• Occasional = 26%-50%
• Frequent = above 76%
• Ability to operate office equipment [4]
• Seldom = Less than 25%
• Occasional = 26%-50%
• Frequent = above 76%
• Ability to reach in all directions [4]

Working Environment

• School site and office environment
• Seldom = Less than 25%
• Occasional = 26%-50%
• Frequent = above 76%
• Regular interaction with students, staff, parents, and community agencies
• Seldom = Less than 25%
• Occasional = 26%-50%
• Frequent = above 76%
• May involve crisis intervention situations and emotionally sensitive interactions
• Seldom = Less than 25%
• Occasional = 26%-50%
• Frequent = above 76%
• Ability to travel to multiple school sites