Board Certified Behavior Analyst (BCBA) (4 days/week)

About The School

The Helix School is a Cognia-accredited nonpublic school (NPS) specializing in autism spectrum disorder (ASD) and related neurodivergent profiles, serving students from kindergarten through age 22 across the San Francisco Bay Area. Guided by the mission to “guide autistic children to lead fulfilling and connected lives,” The Helix School has grown from two students at its founding in 2014 to a thriving learning community of over 60 students, the majority of whom are funded by their local public school districts. Partnering with families and districts across the Bay Area, the School navigates the full complexity of the NPS landscape, including IEPs, district contracts, and the regulatory framework that governs publicly funded special education placements.

What makes The Helix School distinctive is its interdisciplinary model: clinical services, including occupational therapy and speech-language pathology, are embedded directly alongside teaching faculty, creating an integrated team that works in concert around each student. The integrated curriculum is tailored to each student's developmental level, sensory processing differences, and emotional-regulatory needs, with an emphasis on motivation, kinesthetic, and sensory-based learning. The Helix School partners with families and school districts to deliver educational programming that is responsive, relationship-driven, and rooted in the belief that every learner deserves a path forward.

The Helix School exists to create a learning environment where autistic and neurodivergent students are known, valued, and challenged to grow. Through individualized instruction, evidence-based practices, and a whole-child approach, The Helix School cultivates academic progress, social-emotional development, and the confidence students need to build meaningful, self-directed lives. The School's work is guided by care, high expectations, and an unwavering commitment to each student's potential.

Purpose of the Position

The Board Certified Behavior Analyst (BCBA) provides clinical leadership for behavior analytic services across the School, overseeing assessment, behavior support planning, and program quality while supervising Behavior Specialists, RBTs, and BCBA/BCaBA trainees. This position combines evaluation, IEP participation, staff development, and interdisciplinary collaboration to promote student learning, self-regulation, communication, and independence throughout the school day.

Essential Functions

Clinical Supervision & Staff Development

• Provide ongoing supervision, training, and performance feedback to Behavior Specialists, RBTs, and BCBA/BCaBA trainees.
• Ensure compliance with BACB supervision requirements and ethical standards.
• Conduct competency assessments and support professional growth through coaching and mentorship.
• Develop and deliver staff trainings on evidence-based behavioral practices.

Behavioral Program Oversight

• Oversee the assessment, development, implementation, and evaluation of behavior analytic services.
• Review student observations, behavior goals, data collection systems, and progress monitoring procedures.
• Provide guidance on Functional Behavior Assessments (FBAs), Behavior Intervention Plans (BIPs), and behavioral data analysis.
• Monitor treatment integrity and ensure high-quality implementation of behavior support plans.

Consultation & Collaboration

• Partner with teachers, instructional aides, and related service providers to develop and implement effective behavioral supports.
• Train school staff in behavior management strategies, data collection, and BIP implementation.
• Provide consultation to classroom teams and school leadership regarding student behavior and intervention planning.
• Deliver direct behavioral intervention and support when appropriate.

IEP & Documentation

• Conduct FBAs and develop individualized behavior intervention plans.
• Prepare behavioral reports, progress updates, and written summaries for IEP meetings.
• Present assessment findings and behavioral recommendations at IEP and team meetings.
• Adjust interventions and documentation based on student progress and team feedback.

Individualized Student Planning

• Develop and maintain supplemental behavior support plans, including but not limited to behavior intervention plans, aide fade plans, and crisis management plans.

Team Participation & Family Collaboration

• Provide consultation services as outlined in student IEPs.
• Participate in parent meetings, IEP meetings, and consultations with outside providers.
• Collaborate with multidisciplinary teams to support integrated educational and behavioral programming.

Professional Leadership

• Create training materials and resources for school-wide implementation.
• Stay current on best practices and research in applied behavior analysis and positive behavior supports.
• Promote ethical, evidence-based behavioral practices throughout the organization.

Compliance & Confidentiality

• Maintain student confidentiality and comply with FERPA, mandated reporter requirements, and School policies.

Required Qualifications

Education & Certification

• Current certification as a Board Certified Behavior Analyst (BCBA) in good standing with the Behavior Analyst Certification Board.
• Master's degree in Applied Behavior Analysis, Psychology, Education, Special Education, or a related field from an accredited institution.

Experience & Skills

• Experience supporting students with autism spectrum disorder, emotional disturbance, developmental disabilities, and/or complex behavioral needs.
• Experience working in school-based settings, including conducting FBAs and developing Behavior Intervention Plans.
• Knowledge of California special education regulations and IEP processes.
• Experience training and supervising behavioral support staff.
• Strong communication, collaboration, and organizational skills.
• Ability to work effectively as part of an interdisciplinary team.

Other Duties As Assigned

This job description is not intended to be an exhaustive list of all duties, responsibilities, or qualifications associated with the position. Employees may be assigned additional job-related responsibilities as needed to meet the operational needs of the School.

Physical Demands & Work Environment

The physical demands described here are representative of those an employee must meet to perform the essential functions of this position, with or without reasonable accommodation.

This position requires direct physical interaction with students who may, at times, exhibit dysregulated behaviors such as hitting, kicking, scratching, biting, grabbing, spitting, or throwing objects. The employee must be physically able to respond safely, calmly, and effectively in these situations. Training in approved behavioral intervention techniques will be provided, and ongoing support is available.

Mobility & Physical Activity

• Move between classrooms, offices, and outdoor areas throughout the school day
• Alternate between sitting and standing, including sustained periods on foot during classroom observations and direct student support
• Run a short distance (e.g., across a classroom or outdoor area) when a student safety situation requires it
• Climb stairs and sustain physical activity across a full school day
• Rise quickly from a seated, kneeling, or floor position
• Bend, stoop, squat, kneel, and crouch repeatedly throughout the day
• Sit at a child's level on the floor and return to standing without assistance
• Maintain balance while supporting or redirecting a moving student

Strength & Physical Capability

• Lift and carry up to 25 lbs
• Push and pull doors or equipment as needed

Sensory & Communication

• Maintain visual supervision of students across a room or yard with line of sight at all times
• Hear well enough to monitor the environment and respond to calls for help
• Communicate clearly in spoken and written English

Emotional & Behavioral Regulation

• Maintain professional composure and emotional regulation when subjected to verbal hostility, including profanity, slurs, derogatory or personal remarks, and other provocative language
• Maintain composure and self-regulation during stressful, unpredictable, or confrontational situations
• Implement approved behavior management and safety procedures, and respond to student behavioral crises when necessary

Working Relationships

This position reports to the Clinical Director, who is responsible for supervision, performance management, and evaluation. The BCBA provides clinical supervision to Behavior Specialists, RBTs, and BCBA/BCaBA trainees, and collaborates closely with classroom teachers, instructional aides, Speech-Language Pathologists, Occupational Therapists, Counselors, administrators, students, families, and outside providers to support student success.

Equal Opportunity Statement

The Helix School does not and shall not discriminate on the basis of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, in any of its activities or operations. These activities include, but are not limited to, hiring and firing of staff, selection of volunteers and vendors, and provision of services. We are committed to providing an inclusive and welcoming environment for all members of our staff, clients, volunteers, subcontractors, vendors and community members.