Regional Board Certified Behavior Analyst

Regional Board Certified Behavior Analyst (BCBA)

The Regional Board Certified Behavior Analyst (BCBA) serves as a systems leader and technical expert in the design, implementation, and continuous improvement of evidence-based behavioral supports for students with significant and complex behavioral needs across Aspire Bay Area schools. The Regional BCBA builds regional and school-site capacity by developing behavior support systems, protocols, professional learning, coaching structures, and data-based decision-making practices, while also providing direct evaluation, plan development, and implementation support for students with extraordinary needs.

This role is primarily focused on regional systems leadership and capacity-building, with approximately 75% of time dedicated to designing systems, training staff, coaching school teams, consulting with school psychologists and designated behavior support leads, auditing implementation and compliance, and strengthening school-based practices. Approximately 25% of time is dedicated to direct assessment, consultation, intervention design, and implementation support for students with the most complex behavioral needs.

The Regional BCBA does not serve as a primary crisis responder or formal supervisor of school-based staff. Instead, the role strengthens Aspire Bay Area's ability to prevent, understand, and respond to significant behavior needs through effective systems, high-quality Functional Behavior Assessments, legally defensible Behavior Intervention Plans, evidence-based intervention design, staff training, implementation coaching, and fidelity monitoring.

Essential Duties & Responsibilities

The Regional BCBA serves all Aspire Bay Area schools under the direction of the Regional Director of Special Education, in partnership with Program Specialists, school psychologists, school leaders, special education teams, and designated behavior support leads. Duties include, but are not limited to:

Regional Behavior Systems, Structures, and Protocols

• Design and refine regional systems, structures, and protocols for behavioral consultation, referral pathways, Functional Behavior Assessment, Behavior Intervention Plan development, intervention fidelity monitoring, crisis prevention, data collection, progress monitoring, and escalation of support.
• Establish clear regional guidance for when and how schools access intensive behavior consultation and specialized BCBA support, with attention to equity, feasibility, and impact across all Aspire Bay Area schools.
• Develop and maintain written tools, templates, exemplars, decision rules, and procedural guidance to support consistent, high-quality behavior assessment and intervention practices across schools.
• Identify trends in student behavioral needs, intervention implementation, and compliance data in order to recommend regional improvements to systems, training, staffing, and supports.
• Partner with regional special education leaders to ensure behavior support systems align with Aspire's mission, values, equity beliefs, special education procedures, and applicable federal and California requirements.

Professional Learning, Coaching, and Site Capacity-Building

• Design and deliver differentiated professional learning for school teams, special education staff, school psychologists, designated behavior support leads, teachers, paraprofessionals, and leaders on evidence-based behavioral assessment and intervention practices.
• Develop and support a designated behavior support lead at each school to strengthen local capacity for implementing evidence-based behavior intervention, monitoring fidelity, analyzing student behavior data, and supporting staff who serve students with intensive behavioral needs.
• Provide consultation and implementation coaching to school psychologists to expand school-based capacity to design, implement, monitor, and refine effective behavioral interventions.
• Coach school-based teams in the use of antecedent strategies, skill-building interventions, reinforcement systems, function-based behavior support, classroom and schoolwide positive behavior supports, and culturally and linguistically responsive behavior practices.
• Support school leaders and regional leaders in establishing routines for reviewing behavior data, monitoring implementation, and determining when additional support or escalation is needed.
• Develop resources and provide professional learning in Applied Behavior Analysis, CPI or other crisis prevention frameworks, and additional evidence-based methodologies related to supporting students with significant behavior needs.

Complex Student Evaluation, Plan Development, and Implementation Support

• Provide direct consultation, observation, assessment, intervention design, and implementation support for students with extraordinary behavioral needs, particularly when school-based teams require specialized expertise beyond existing site-level capacity.
• Conduct or support Functional Behavior Assessments as required by IDEA and California special education requirements, ensuring that assessments are data-based, functionally sound, culturally responsive, and connected to practical intervention design.
• Develop, review, and support implementation of Behavior Intervention Plans that are evidence-based, legally defensible, feasible for school teams, and aligned to the student's identified behavioral function, disability-related needs, and IEP goals.
• Support school teams in establishing behavior data tracking systems, analyzing student progress, monitoring intervention fidelity, and using data to make timely adjustments to intervention plans.
• Consult with families, teachers, service providers, and school staff regarding accommodations, modifications, reinforcement systems, environmental supports, skill-building strategies, and implementation considerations for individual students.
• Promote and support a team approach to behavior support planning and implementation among school leaders, teachers, paraprofessionals, school psychologists, related service providers, students, and families.

IEP Team Participation, Compliance, and Quality Assurance

• Participate as a member of the IEP team in highly complex cases by contributing behavior evaluation findings, recommending evidence-based interventions, supporting the development of legally defensible Behavior Intervention Plans, and helping teams determine appropriate services, supports, goals, and progress-monitoring systems.
• When appropriate in complex situations, serve as a related-service provider or behavior consultant within the IEP process, consistent with student needs, team decisions, and regional special education guidance.
• Provide written guidance, training, consultation, and quality review to ensure Functional Behavior Assessments, Behavior Intervention Plans, behavior goals, progress-monitoring systems, and related IEP documentation meet procedural and substantive expectations.
• Conduct targeted IEP and documentation audits related to behavior supports, including review of FBAs, BIPs, behavior goals, service recommendations, data systems, progress reporting, and implementation evidence.
• Collaborate with Program Specialists, school psychologists, education specialists, and regional leaders to address complex compliance questions, improve quality of practice, and reduce risk through stronger systems and documentation.
• Maintain confidentiality and ensure behavior-related documentation and consultation practices align with IDEA, FERPA, California special education regulations, Aspire policies, and professional ethical standards.

Collaboration, Data-Based Decision Making, and Continuous Improvement

• Regularly collect, review, and analyze behavioral data to guide decisions regarding individual student supports, classroom practices, schoolwide systems, and regional priorities.
• Collaborate with regional and school-based teams to problem-solve individual, classroom, and schoolwide behavioral challenges and to ensure behavior supports are integrated with academic, social-emotional, mental health, and special education supports.
• Communicate clearly and persuasively with diverse audiences, including families, school staff, school leaders, regional leaders, and external partners.
• Demonstrate knowledge of and support for Aspire Public Schools' equity beliefs, mission, vision, values, standards, policies and procedures, operating instructions, confidentiality standards, and code of ethical behavior.
• Perform other related duties as required and assigned.

Scope and Prioritization

• Serve all Aspire Bay Area schools through a tiered support model that prioritizes regional systems, school-based capacity-building, consultation, and direct support for the most complex student needs.
• Use clear criteria, in partnership with regional special education leadership, to determine when direct BCBA involvement is needed for an individual student or IEP team.
• Balance direct complex-case support with the broader responsibility to build sustainable school-based behavior systems and expand the capacity of designated behavior support leads and school psychologists.

Qualifications

Required Knowledge, Skills, and Abilities:

• Active Board Certified Behavior Analyst (BCBA) certification required at time of hire.
• Deep knowledge of Applied Behavior Analysis, Functional Behavior Assessment, function-based intervention design, positive behavior supports, implementation science, and evidence-based practices for students with significant behavior needs.
• Knowledge of Autism Spectrum Disorder, developmental disabilities, emotional and behavioral disabilities, trauma-informed practices, and culturally and linguistically responsive behavior support.
• Knowledge of IDEA, FERPA, California special education regulations, manifestation determination requirements, discipline protections for students with disabilities, and IEP documentation standards related to behavior supports.
• Ability to design and implement systems-level tools, protocols, training, and coaching structures across multiple schools.
• Ability to coach and influence adults without formal supervisory authority, including school leaders, school psychologists, teachers, paraprofessionals, and special education teams.
• Excellent reasoning, analytical, organization, time management, written communication, presentation, and interpersonal skills.
• Ability