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

About the Role

East Side Union High School District is one of California's largest high school districts, offering rewarding employment opportunities that positively impact students and the community. We provide a supportive team environment with a shared passion for education and student success. Competitive salaries, 100% benefits coverage, and personal professional development opportunities are available. We are currently seeking enthusiastic individuals to join our team!

Job Description / Essential Elements

The Board Certified Behavior Analyst (BCBA) works collaboratively with multiple Behavior Support and Intervention providers and school and district leaders to develop and implement behavior management programs. They oversee the creation of a Positive Behavior Intervention Program, consult with school administrators and staff on appropriate learning strategies and positive behavior interventions, and support students to access instruction and make academic progress.

Major Duties and Responsibilities

• Assume responsibility for the development and implementation of a coordinated behavior management program for Special Services
• Participate in the planning, development, and implementation of program procedures, programs, and best practices related to instruction using the principles of Applied Behavior Analysis (ABA)
• Plan and provide or support the best practices relative to the management of students' behaviors, including those in specialized programs, 504 plans, and general education
• Plan and provide or support the provision of, and coordinate the work of instructional assistants and other staff implementing behavior intervention programs
• Conduct Functional Behavior Assessments (FBA) as appropriate
• Collect and analyze data as part of the assessment, develop, and monitor behavior recommendations and Behavior Intervention Plans (BIPs)
• Consult with principals, psychologists, case managers, and other specialists in developing, monitoring, and evaluating behavior management strategies for general students and students with Individualized Education Programs (IEPs)
• May work directly with students
• Attend IEP meetings as needed
• Communicate with parents and staff members regarding strategies developed for referred students
• Act as a student advocate
• Monitor with district, state, and federal compliance
• Afford assistance in the investigation and preparation of responses to California Department of Education (CDE) complaints
• Keep current with best practices through ongoing training and updates of previous training
• Review IEPs for compliance and final submission
• Perform other appropriate duties as assigned

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 teams

Minimum Qualifications

• Board Certified Behavioral Analyst (BCBA) certification
• Special Education credential desired, not required
• Pupil Personnel Services credential desired, not required
• Valid California driver’s license
• Fingerprint clearance and tuberculosis certification as required by law

Evaluation

Annually by the Director of Special Services

Physical Demands and Working Conditions

• Seldom = Less than 25%
• Occasional = 26%-50%
• Frequent = above 76%

a. Ability to work at a desk, conference table or in meetings of various configurations b. Ability to stand for extended periods of time c. Ability to see to read, prepare and proofread documents d. Ability to hear and understand speech at normal level e. Ability to communicate so that others will be able to clearly understand normal conversation f. Ability to bend and twist, sit, stoop, kneel, push, and pull g. Ability to lift 5-20 lbs. h. Ability to carry 5-20 lbs. i. Ability to operate office equipment j. Ability to reach in all directions

Working Environment

School site and office environment
Regular interaction with students, staff, parents, and community agencies
May involve crisis intervention situations and emotionally sensitive interactions
Ability to travel to multiple school sites

Reasonable Accommodation

The District will comply with all legal requirements relating to reasonable accommodation for employees and job applicants.

Comments and Other Information

• Newly hired unit members will receive full credit for relevant prior verified contractual experience.
• Bilingual candidates preferred.