Board Certified Behavior Analyst (BCBA) – Hawthorne, CA and surrounding districts

Full-Time and Part Time positions are available– 2025–2026 School Year

We are seeking a Board Certified Behavior Analyst (BCBA) to join a supportive and collaborative team serving students in the Hawthorne, CA and surrounding districts for the 2025–2026 school year.

Job Details:

• Location: Hawthorne, CA, Culver City, CA, and Inglewood, CA
• Schedule: Full Time and Part Time available,  school hours
• Duration: Through June 2026
• Compensation: $55–$65 per hour, based on experience and skill set

Job Key Responsibilities:

• Conduct Functional Behavior Assessments (FBAs) and develop data-driven, individualized Behavior Intervention Plans (BIPs) in alignment with student IEPs
• Provide on-site and/or classroom-based coaching and training to school staff and behavior support personnel (e.g., Behavior Technicians, Paraeducators, Teachers)
• Collaborate closely with multidisciplinary IEP teams, including special education teachers, school psychologists, and related service providers
• Supervise and support RBTs and Behavior Interventionists, ensuring fidelity of implementation and professional growth
• Monitor student progress through data collection, analysis, and ongoing plan revisions as needed
• Attend IEP meetings to present behavioral data, collaborate on goals, and recommend services
• Provide crisis support and consult on classroom behavior management strategies
• Support classroom teachers with implementing behavior strategies school-wide or within specialized settings (SDC, inclusion, etc.)
• Facilitate and/or participate in behavior review meetings and parent consultations as needed
• Ensure compliance with state and federal education guidelines, documentation standards, and ethical practices as outlined by the BACB

Job Requirements:

• Current BCBA certification in good standing with the Behavior Analyst Certification Board (BACB)
• Master’s degree in Applied Behavior Analysis, Special Education, Psychology, or related field
• Previous school-based experience working with diverse student populations, including students with autism, emotional disturbance, and other developmental disabilities
• Strong understanding of IDEA, FAPE, and IEP implementation in public school settings
• Ability to travel between school sites within the district as needed
• Excellent organizational, interpersonal, and communication skills
• Must meet all background and credentialing requirements as set by the district

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