School Based - Board Certified Behavior Analyst

Primary Purpose:

The School-Based BCBA is responsible for the development and coordination of tailored behavior support

packages delivered inside partner school districts. Conducting standardized assessments and setting

measurable, educationally relevant goals, the BCBA makes data-driven decisions in programming, while

providing supervision and training to Registered Behavior Technicians (RBTs) and school staff, and

collaborating with district teams and families. The role demands self-management of caseloads and schedules

across multiple buildings to meet organizational and contract expectations.

Essential Duties and Responsibilities:

• Maintain a minimum service requirement of 120 hours per month, distributing individual student needs

effectively within a full-time caseload across assigned school sites.

• Travel between assigned buildings and districts during the workday as needed to meet student and

contract requirements.

• Track all worked hours and travel time meticulously in accordance with company documentation

protocols.

• Provide supervision to interventionists and BTs assigned to school sites, offering constructive written and

verbal feedback on performance based on in-building observation.

• Conduct standardized assessments and other necessary evaluations within the scope of the student’s

service agreement and educational plan.

• Draft functional behavioral assessments and develop behavior intervention plans that are educationally

relevant and able to be implemented by school staff, instructing others on their implementation.

• Supervise location-specific BTs, including performance feedback and goal-setting in collaboration with

the director and the building administrator.

• Administer verbal assessments and design skill acquisition and maintenance/replacement programs.

• Train and coach teachers, paraeducators, and other district staff on plan implementation, including

modeling, in-classroom coaching, and fidelity checks.

• Monitor student progress and programs, making recommendations within the BCBA’s scope of work.

• Develop and present relevant information for ABA and district stakeholders.

• Graph and collect data on student progress, ensuring accuracy and relevance.

• Attend BCBA meetings as scheduled, actively contributing to discussions and initiatives.

• Coordinate student team schedules efficiently within building bell schedules, specials, transitions, and

the district academic calendar.

• Prepare monthly, quarterly, or bi-annual treatment plans, progress summaries, or reports as required by

the district contract.

• Attend Individualized Education Program (IEP), student support team, or wraparound meetings and

provide behavioral data and recommendations.

• Provide consultation to parents, teachers, and building administrators on individual student needs.

• Serve as the day-to-day point of contact for assigned buildings, escalating questions of contract scope to

the director.

• Follow each district’s building protocols, including check-in and badging, visitor policy, emergency

procedures, and mandatory reporting obligations.

• Ensure compliance with FERPA, HIPAA, district requirements, and workplace requirements for data

collection, storage, and transportation.

• Use restraint or isolation only as permitted by RCW 28A.600.485, the student’s IEP or behavior

intervention plan, district policy, and QBS training, and complete all required documentation and

reporting.

• Responsively address feedback and strive for continuous improvement in performance.

• Maintain professional boundaries and effective communication with stakeholders.

• Meet with the Director bi-annually to review goals, support needs, performance, and concerns.

• Fulfill any other duties as assigned, including administrative tasks within the department.

• Foster a collaborative team environment as an integral member of the Connections team.

Minimum Requirements:

• Board Certification in Applied Behavior Analysis (BCBA).

• Minimum of 2 years’ experience working with children with developmental disabilities. School based

experience preferred.

• Valid Washington State driver’s license, reliable transportation, and proof of auto insurance for travel

between school sites.

• Ability to clear all district-required background checks and clearances, including fingerprinting, prior to

placement in a building.

• Strong commitment to teamwork and ongoing professional development in Applied Behavior Analysis.

Working Environment:

• Duties will take place primarily in partner school buildings, including general and special education

classrooms, resource rooms, hallways, cafeterias, gyms, and playgrounds, working with toys and other

tools.

• Travel between school sites, and to the CBPI office, occurs during the workday and may include exposure

to outdoor weather conditions.

• The service schedule follows the partner district academic calendar, and building assignments may

change based on district need.

• CBPI will provide necessary technology equipment, including an iPad and other computers. District

system access is granted by the district.

• Periods of stress may occur within the school setting.

Physical Demands:

• Activities may involve significant movement and engagement with students, including sitting, standing,

kneeling, squatting, walking, and running, across large campuses and outdoor spaces.

• Willingness and ability to lift and carry students with adaptive equipment.

• Ability to restrain/hold/transport and utilize quick body movements as indicated in the student’s positive

behavior support plan, district policy, and QBS training.

Reasonable accommodations will be made to enable individuals with disabilities to perform essential functions without causing undue hardship to the company.

Our Commitment to Inclusion and Equal Opportunity

Connections Behavior Planning and Intervention is an Equal Opportunity Employer. It is the policy of the

Company that employment decisions are based on merit, qualifications, and competence. Employment

practices shall not be influenced or affected by virtue of an applicant’s or employee’s race, color, religion, sex, gender identity or expression, marital status, national origin, age, sexual orientation, veteran status, the

presence of any mental, sensory or physical handicap, or any other characteristic protected by law.

In addition, the Company will make reasonable accommodations for qualified individuals with known

disabilities unless doing so would result in an undue hardship. These policies regulate all aspects of

employment, promotion, assignment, discharge, and other terms and conditions of employment.

To help assure that this policy is fully in force, any aggrieved person should immediately call the matter to the attention of either their immediate supervisor or Human Resources. The person aggrieved should make their own choice as to whom of the above parties they wish to report their problem. Any employee found to have engaged in actions in violation of this policy shall be subject to disciplinary action which may include immediate discharge.

Note:

Nothing in this job description restricts management’s right to assign or reassign duties and

responsibilities to this job at any time. This document does not create an employment contract, implied or

otherwise. It does not alter the "at will" employment relationship between the company and the employee.

At Connections, we offer a variety of ABA services, trainings, and events both for individual families and school districts. All services include support from our Board Certified Behavior Analysts for consultation, training, and technical assistance. We evaluate each situation on an individual basis to determine what service type is right for you.