Position Type:
Other/Other
Date Posted:
2/13/2026
Location:
Administrative Service Center - ASC
Building: ASC SPED Department
Grade Level: Pre-K-12th Grade
Reason:
New Position
Transfer
X Replacement
Replacement for: A Spiva
Classification: Non-Bargaining
Days Per Week: 5
Hours Per Day: 8 8AM-4:30PM
The Davenport Community School District is an EEO/AA employer
Minimum Salary:$72,744 (dependent on education and experience)
Job Summary: The Board Certified Behavior Analyst (BCBA) will provide expert-level behavioral support to students with Individualized Education Programs (IEPs) within the school district. This role involves serving as a key problem-solver for IEP teams, co-develop and support implementation of evidence-based behavior intervention plans, and oversee the deployment and training of Registered Behavior Technicians (RBTs) to ensure effective and compliant service delivery. The BCBA will work collaboratively with school staff, parents, and other stakeholders to promote positive student outcomes and support the district's commitment to Free Appropriate Public Education (FAPE).
Key Responsibilities:
(Essential Functions of Position, Major Responsibilities, Summary of Key Duties, Special Assignments, Relationships)
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Behavioral Assessment and Intervention:
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Conduct comprehensive functional behavior assessments (FBAs) to identify the function of challenging behaviors.
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Develop, implement, and monitor individualized behavior intervention plans (BIPs) aligned with FBA results and IEP goals.
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Provide direct and indirect behavioral services to students, including skill acquisition training and behavior reduction strategies.
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Collect and analyze data to evaluate the effectiveness of interventions and make data-driven decisions.
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IEP Team Collaboration and Problem Solving:
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Act as a resource and problem-solver for IEP teams regarding behavioral concerns and intervention strategies.
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Attend IEP meetings as needed to provide expertise on behavior and to ensure that behavioral goals and services are appropriate and compliant.
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Collaborate with teachers, special education staff, parents, and administrators to ensure consistent implementation of BIPs and behavioral supports across all school environments.
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Supervision and Training of Registered Behavior Technicians (RBTs):
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Recruit, train, supervise, and evaluate RBTs who provide direct behavioral support to students.
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Ensure RBTs adhere to ethical guidelines, district policies, and best practices in applied behavior analysis (ABA).
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Provide ongoing professional development and coaching to RBTs to enhance their skills and competency.
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Program Development and Implementation:
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Contribute to the development, refinement, and implementation of district-wide behavioral policies, procedures, and initiatives.
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Provide professional development and training to school staff on topics related to behavior management, positive behavior interventions and supports (PBIS), behavior deescalation, trauma responsive systems, and ABA principles.
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Stay current with research and best practices in the field of applied behavior analysis and special education.
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Compliance and Documentation:
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Ensure all behavioral services and documentation comply with federal and state regulations, including the Individuals with Disabilities Education Act (IDEA).
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Maintain accurate and timely records of student progress, intervention effectiveness, and RBT supervision activities.
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Other Duties as assigned
Qualifications:
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Master's degree or higher in Applied Behavior Analysis, Psychology, Education, or a related field.
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Must be a current Board Certified Behavior Analyst (BCBA) certified in the state of Iowa in good standing.
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Experience working as a BCBA in a school setting is preferred.
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Extensive knowledge of functional behavior assessment, behavior intervention planning, and data collection and analysis.
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Strong understanding of federal and state special education laws and regulations, particularly IDEA.
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Experience in supervising and training RBTs or other paraprofessionals.
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Excellent communication, collaboration, and problem-solving skills.
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Ability to work effectively with diverse populations, including students, parents, and school staff.
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Possess a growth mindset and open to feedback
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Strong leadership and interpersonal skills.
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Willingness to work extra days in summer or evening hours to attend training and/or provide training, as well as support Extended School Year (ESY) services.
Physical Requirements: :(HBV ?Yes ? No)
(The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)
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Work is performed primarily in school settings, including classrooms, common areas, and specialized learning environments.
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Ability to work with and manage students who exhibit challenging behaviors with high levels of dysregulation.
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Requires frequent standing, walking, and occasional lifting up to 50 pounds.
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Ability to escort a disruptive student safely from a setting.
Work Environment:
(The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)
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Noise level is quiet to loud.
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Work may be indoors and/or outdoors.
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Work may be in non-air-conditioned rooms.
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Substance-free environment.
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Fast-paced atmosphere with constant contact with students, staff, or the public.
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Direct responsibility for the safety, well-being, and work output of student.
Special Qualification Desired:
(Personal Qualities, Education, Skills Needed, Experience, Etc.)
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Ability to teach and work with a diverse student population
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Possess computer and technology skills: Google Chrome, Infinite Campus, Wood Documents, Excel Spreadsheets, PowerPoints
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Successful Candidate must possess strong interpersonal skills with a proven record of building rapport with culturally diverse students to ensure each child reaches his/her full potential
