BCBA

About Solterra School, LLC

Solterra School exists to redefine education through holistic inclusion—blending Universal Design for Learning (UDL), Social-Emotional Learning (SEL), and integrated therapeutic supports within an eco-conscious environment that honors each learner’s unique rhythm of growth. 

The Occupational Therapist advances this mission by supporting students’ ability to participate fully in their daily learning environment—strengthening independence, regulation, sensory integration, and functional life skills through evidence-based, dignity-centered therapeutic care. 

Mission Statement Alignment 

Solterra School exists to redefine education through holistic inclusion—blending Universal Design for Learning (UDL), Social-Emotional Learning (SEL), and integrated therapeutic supports within an eco-conscious environment that honors each learner’s unique rhythm of growth. 

The Onsite BCBA advances this mission by ensuring high-quality, ethical, and consistent ABA implementation across the school day—strengthening student outcomes through hands-on supervision, staff development, and integrated clinical-classroom collaboration. 

Position Summary 

The Onsite BCBA serves as the primary clinical supervisor responsible for the daily quality, integrity, and effectiveness of ABA services delivered on campus. This role is both student-facing and team-facing, providing direct oversight of Behavior Technicians (BTs) and the BT Trainer to ensure high fidelity implementation, appropriate clinical documentation, and consistent progress monitoring. 

As Solterra grows, the BCBA helps build scalable systems for training, supervision, data collection, and clinical support—while ensuring services align with educational goals, student dignity, and payer/regulatory expectations. 

Core Responsibilities 

1. ABA Supervision & Clinical Oversight 

Provide clinical supervision for Behavior Technicians (BTs) delivering 1:1 and small-group ABA supports Supervise the BT Trainer to ensure onboarding, training delivery, and skills development remain consistent and scalable Develop, implement, and update individualized behavior support plans based on student needs and data trends Conduct Functional Behavior Assessments (FBAs) and contribute to Behavior Intervention Plans (BIPs) as needed Ensure behavior support strategies reflect trauma-informed, assent-based, and dignity-centered practice Support appropriate generalization of skills across classrooms, transitions, and daily routines 

 

2. Staff Training, Performance Coaching & BT Development 

Provide ongoing coaching to BTs through direct observation, performance feedback, modeling, and structured support Establish clear expectations for BT professionalism, ethics, reliability, and consistency in therapeutic delivery Ensure the BT Trainer is equipped and accountable for delivering required training (including safety, protocol implementation, documentation standards, and fidelity checks) Support competency-based training systems aligned with RBT standards (if applicable) and payer requirements Partner with leadership to strengthen staff retention through supportive supervision and developmental mentorship 

 

3. Documentation, Data Integrity & Compliance Readiness 

Maintain accurate clinical records, service logs, treatment notes, and program updates in alignment with required standards Oversee fidelity of data collection systems used by BTs to ensure consistency, accuracy, and clinical usefulness Support documentation readiness for audits, authorizations, and payer requirements (as applicable) Ensure ABA services remain aligned with DMAS, Medicaid, and commercial payer expectations for clinical justification and supervision structures Collaborate with operations to reduce documentation breakdowns and maintain audit-ready workflows 

 

4. Student Progress Monitoring & Program Quality 

Monitor clinical outcomes through consistent review of student goals, data trends, and response to intervention Lead modifications to programs when student progress stalls or clinical needs shift Establish performance indicators for ABA programming quality, including: Skill acquisition growth Reduction in unsafe behaviors Increased independence and regulation capacity Generalization across environments Participate in interdisciplinary meetings to ensure student plans reflect the full picture of academic + behavioral + therapeutic needs 

 

5. Classroom Integration & Interdisciplinary Collaboration 

Collaborate closely with Teachers, Special Education staff, and School Leadership to embed behavior supports into classroom instruction Support proactive behavior strategies that integrate into UDL/SEL-aligned routines—not separate from learning Assist education teams in building predictable environments, regulation supports, and structured transitions Ensure consistent communication between clinical and educational teams to reduce fragmentation and maximize student success 

 

6. Culture, Leadership & Family Partnership 

Promote a culture of regulated, ethical, and student-centered care across the campus Model calm clinical leadership and decision-making during high-intensity moments Support family communication as appropriate, in partnership with school leadership and clinical leadership Contribute to a clinical environment grounded in dignity, inclusion, high expectations, and emotional safety 

 

Qualifications 

Required 

Master’s degree in Applied Behavior Analysis, Psychology, Education, or a related field Active BCBA certification in good standing Eligible to practice and supervise in the Commonwealth of Virginia (including LBA requirements if applicable) Minimum of 2–3 years of experience delivering and supervising ABA services Demonstrated experience supervising BTs/RBTs with strong fidelity and ethical standards Strong knowledge of behavior analytic assessment, program design, and clinical supervision best practices 

Preferred 

Experience working in schools, private day schools, or integrated education-therapy settings Familiarity with Medicaid documentation expectations, authorization processes, and supervision structures Experience supporting neurodivergent learners using strengths-based, trauma-informed approaches Experience collaborating with multidisciplinary teams (OT, SLP, educators, related services) 

 

Energetic & Leadership Fit 

Steady, grounded clinical leadership presence on-site High integrity, ethical decision-making, and commitment to student dignity Coaching-oriented supervisor who builds skill and confidence in others Strong systems thinker who can build structure without rigidity Collaborative team member with excellent communication skills and clarity 

 

Key Collaborators 

Chief Clinical Officer (CCO) Chief Executive Officer (CEO) (startup phase, as applicable) Executive Director Teachers and Classroom Teams BT Trainer Behavior Technicians (BTs) Related Services Providers (OT/SLP, as applicable) Families and External Partners (as appropriate) 

 

Metrics of Success 

Increased fidelity and consistency of BT implementation across classrooms and routines Strong BT performance, retention, and professional growth Accurate documentation and data collection aligned with clinical standards Demonstrated student progress toward behavior and functional skill goals Reduced escalation events through proactive supports and integrated planning Improved interdisciplinary collaboration between clinical and education teams 

 

Equal Employment Opportunity Statement 

Solterra School, LLC is an Equal Opportunity Employer. We celebrate diversity and are committed to creating an inclusive environment for all team members. Employment decisions are made without regard to race, color, religion, sex (including pregnancy, sexual orientation, or gender identity), national origin, age, disability, genetic information, veteran status, or any other characteristic protected by applicable law. 

We believe every member of our community deserves dignity, respect, and the opportunity to thrive. 

The pay range for this role is:85,000 - 100,000 USD per year(Richmond )