Board Certified Behavior Analyst (BCBA)

Overview Location: Administrative Service Center - ASC Building: ASC – SPED Department Grade Level: Pre-K-12th Grade Reason: NewPosition; Transfer; Replacement Replacement for: A Spiva Classification: Non-Bargaining Workdays: 195 Days Per Week: 5 Hours Per Day: 8 – 8:00 AM to 4:30 PM The Davenport Community School District is an EEO/AA employer. Salary: Minimum Salary $72,744 (dependent on education and experience). Job Summary The Board Certified Behavior Analyst (BCBA) will provide expert-level behavioral support to students with Individualized Education Programs (IEPs) within the school district. This role involves serving as a key problem-solver for IEP teams, co-develop and support implementation of evidence-based behavior intervention plans, and oversee the deployment and training of Registered Behavior Technicians (RBTs) to ensure effective and compliant service delivery. The BCBA will work collaboratively with school staff, parents, and other stakeholders to promote positive student outcomes and support the district's commitment to Free Appropriate Public Education (FAPE). Key Responsibilities Behavioral Assessment and Intervention: Conduct comprehensive functional behavior assessments (FBAs) to identify the function of challenging behaviors. Develop, implement, and monitor individualized behavior intervention plans (BIPs) aligned with FBA results and IEP goals. Provide direct and indirect behavioral services to students, including skill acquisition training and behavior reduction strategies. Collect and analyze data to evaluate the effectiveness of interventions and make data-driven decisions. IEP Team Collaboration and Problem Solving: Act as a resource and problem-solver for IEP teams regarding behavioral concerns and intervention strategies. Attend IEP meetings as needed to provide expertise on behavior and to ensure that behavioral goals and services are appropriate and compliant. Collaborate with teachers, special education staff, parents, and administrators to ensure consistent implementation of BIPs and behavioral supports across all school environments. Supervision and Training of Registered Behavior Technicians (RBTs): Recruit, train, supervise, and evaluate RBTs who provide direct behavioral support to students. Ensure RBTs adhere to ethical guidelines, district policies, and best practices in applied behavior analysis (ABA). Provide ongoing professional development and coaching to RBTs to enhance their skills and competency. Program Development and Implementation: Contribute to the development, refinement, and implementation of district-wide behavioral policies, procedures, and initiatives. Provide professional development and training to school staff on topics related to behavior management, positive behavior interventions and supports (PBIS), behavior deescalation, trauma responsive systems, and ABA principles. Stay current with research and best practices in the field of applied behavior analysis and special education. Compliance and Documentation: Ensure all behavioral services and documentation comply with federal and state regulations, including IDEA. Maintain accurate and timely records of student progress, intervention effectiveness, and RBT supervision activities. Other Duties as assigned Qualifications Master's degree or higher in Applied Behavior Analysis, Psychology, Education, or a related field. Must be a current Board Certified Behavior Analyst (BCBA) certified in the state of Iowa in good standing. Experience working as a BCBA in a school setting is preferred. Extensive knowledge of functional behavior assessment, behavior intervention planning, and data collection and analysis. Strong understanding of federal and state special education laws and regulations, particularly IDEA. Experience in supervising and training RBTs or other paraprofessionals. Excellent communication, collaboration, and problem-solving skills. Ability to work effectively with diverse populations, including students, parents, and school staff. Possess a growth mindset and open to feedback Strong leadership and interpersonal skills. Willingness to work extra days in summer or evening hours to attend training and/or provide training, as well as support ESY services. Physical Requirements Work is performed primarily in school settings, including classrooms, common areas, and specialized learning environments. Ability to work with and manage students who exhibit challenging behaviors with high levels of dysregulation. Requires frequent standing, walking, and occasional lifting up to 50 pounds. Ability to escort a disruptive student safely from a setting. Work Environment Noise level is quiet to loud. Work may be indoors and/or outdoors. Work may be in non-air-conditioned rooms. Substance-free environment. Fast-paced atmosphere with constant contact with students, staff, or the public. Direct responsibility for the safety, well-being, and work output of student. Postings current as of 3/16/2026 3:14:02 AM CST. Powered by applicant tracking, a product of Frontline Education. #J-18808-Ljbffr