Reporting to the Program Director, the BCBA - Behavior Programming is responsible for providing behavioral consultation to classroom teachers, supervising Registered Behavior Technicians (RBTs), conducting intake and transition observations, participating in Individualized Education Program (IEP) committee meetings, and contributing to staff professional development. The BCBA - Behavior Programming also collaborates with district partners and classrooms to ensure smooth transitions for students returning to their home districts.
The full salary range for these positions is $78,796.54 - $123,879.57.
Salary placement is determined by verified education and certificated experience. The highest placement of this range is for candidates who hold a Master\'s degree plus 90 credits and have 16 years of direct school district or ESD certificated experience.
Most candidates typically fall within the range for a Master\'s degree with 0 - 5 years of experience, which is an annual salary of $78,796.54 - $83,158.86.
Assignment/Location:We are recruiting for two BCBAs to serve Florens Academy, our therapeutic day program. These positions will be full time, 210 days per year and the start date will be August 2026.
Regular attendance required:This role relies on regular and reliable attendance to ensure consistency for our students and help support a positive, productive learning environment.
Essential Functions:- Work collaboratively within the school team to design and implement research/evidence-based behavior interventions to produce positive behavioral changes in students.
- Contribute to staff training and professional development on ethical and effective behavior analytic interventions for RBTs and other staff members. Deliver professional development to instructional and support staff on evidence-based behavioral strategies and data collection methods.
- Supervise RBTs per BACB guidelines, including observation, feedback, and documentation of supervision activities. Conduct Competency Assessments as needed.
- Participate as a member of the IEP Committee by collaborating with team members and reviewing behavior-related data, contributing to the development of individualized goals, support, and services.
- Conduct intake observations in students’ home districts to assess behavior support needs and help the team determine if the student is appropriate for the program.
- Support student transitions back to home districts by developing and coordinating individualized transition plans and training receiving staff as needed.
- Analyze student behavior data to guide programmatic decisions and adjust support plans for increased effectiveness.
- Collaborate with the Program Director to ensure program compliance with BACB standards and best practices in behavior analysis.
- Contribute to the creation and refinement of behavior intervention plans, safety plans, and classroom/school-wide behavior systems.
- Maintain accurate documentation related to student services, supervision, and behavior programming in accordance with ethical and legal standards.
- Maintain regular attendance to carry out the duties and responsibilities of the position.
- Maintain student records and confidentiality.
- Seek the consultation of and collaboration with related service providers and other behavior analysts to ensure a full continuum of services.
- Participate in personal, on going professional development, including the required hours of continuing education for continued BCBA licensure, certification, and ESA (if appropriate).
- Other duties as assigned.
- Master’s degree in education, Psychology, or related field.
- Hold a valid Board Certified Behavior Analyst (BCBA) certificate from the Behavior Analyst Certification Board (BACB).
- Hold or qualify to hold a valid Educational Staff Associate School Behavior Analyst certificate.
- Three years of experience in an educational setting as a teacher, behavior analyst, or related service provider.
- Knowledge of current state and federal laws pertaining to the education of students with disabilities.
- Experience working with data tracking systems, IEP development using computer supports such as Excel, Word, etc.
- Experience in Practical Functional Assessment (PFA) and Skill-Based Treatment (SBT).
- Certified Instructor in Crisis Prevention Institute (CPI).
- Educational day treatment program setting.
- Sit, stand, stoop to attend to student needs and to provide instruction. Strength and agility to assist in physically maintaining a safe learning environment, to include emergency response protocols in compliance with Washington state guidelines.
- Exposure to communicable diseases found in children and adolescents.
- Students may use challenging or offensive verbalizations toward staff and other students, with potential for escalation to physical aggression.
- Evening trainings with families, extended or flexible hours as necessary.
- Successful completion of criminal history and fingerprint check through the Washington State Patrol and FBI.
#J-18808-Ljbffr
Sign in
To continue your applicationor continue with email
By continuing you agree to our Terms & Privacy Policy.
