Job Title:

Board Certified Behavior Analyst

Calendar Days:

197

Reports to:

Director of Special Programs

Pay Range:

$70,585-$96,006

Dept./School:

Special Education/District

Pay Grade:

AP6

Date Revised:

August 2026

Funding Source:

Federal

Primary Purpose:

The BCBA provides behavior-analystic assessment, consultation, and intervention services to students with behavioral and developmental needs, with a focus on supporting special education programming and IEP implementation. The BCBA conducts functional behavior assessments (FBAs), develops behavior intervention plans (BIPs), trains school staff, and monitors data to improve student outcomes.

Qualifications:

Education/Certification:

• Master's or doctoral degree in behavior analysis, education, psychology, or related field.
• Current BCBA certification from the Behavior Analyst Certification Board

Special Knowledge/Skills:

• Knowledge of Texas special education law, IDEA, and IEP processes
• Experience working in K-12 school settings

Major Responsibilities and Duties:
1. Conduct functional behavior assessments and skills assessment to identify behavior variables , strengths, and needs

1. Design, implement, and regularly update individualized behavior intervention and skill-acquisition treatment plans based on assessment data.
2. Participate in ARD/IEP meetings including MDRs contributing to eligibility determinations, present levels, goals, accommodations, and behavior supports.
3. Train and coach general and special education teachers, paraprofessionals, and related-service staff on behavior strategies, data collection, de-escalation, and BIP implementation
4. Prepare and maintain required documentation.
5. Develop and deliver professional-=development sessions on classroom management, PBIS and evidence-based behavior interventions for school staff.
6. Collaborate with campus administrators, counselors, speech/OT and outside providers to coordinate services and ensure consistency across settings.
7. Support crisis response and safety planning for students with severe behaviors, including functional assessments, risk mitigation strategies, and staff coaching during and after incidents.
8. Comply with policies established by federal and state laws, State Board of Education rule, and board policy. Comply with all district and campus routines and regulations.

Other

1. Follow district safety protocols and emergency procedures.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment

Posture: Prolonged sitting; frequent standing, kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking

Lifting: Regular light lifting and carrying (under 15 pounds); Occasional heavy lifting (45 pounds and over); may be required to lift and transfer students to and from wheelchair or assist with positioning of students with disabilities

Environment: Work inside, regular districtwide travel to student homes

Mental Demands: Maintain emotional control under stress; may work prolonged or irregular hours

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.