Registered Behavior Technician; RBT

tor, and, at times, by the Director of Student Services & Accessibility when needs arise within the district. The responsibilities outlined reflect flexibility, a student‑centered approach, and support for the needs of each assigned student or classroom. RBTs assume responsibility for continued professional growth to support educational programming fully.
Qualifications
• Must be 18 years of age or older and have a high school diploma or equivalent
• Associate’s degree OR receive a passing score on the Paraprofessional Assessment OR obtain a passing score on the Paraprofessional Assessment within four months of hire
• Successful completion and maintenance of a certified RBT (or willingness to obtain)
• Satisfactory criminal background check in accordance with Ohio law
• Such alternatives to the above as deemed appropriate by the Superintendent
Preferred
• Three or more years of experience working with children with disabilities
• Certified and experienced in crisis prevention, trauma‑informed behavior management, or de‑escalation intervention
Essential Functions
• Follow all ethical codes and policies of the RBT certificate and licensing agency
• Ensure the safety of students
• Serve as a role model for students
• Utilize evidence‑based strategies (including restorative practices) to build student independence, agency, and self‑advocacy
• Participate and collaborate with BCBA and classroom staff on the development of Functional Behavior Assessments (FBAs), Behavior Intervention Plans (BIPs), Behavior Support Plans (BSPs), and Safety Plans
• Under the guidance of the district BCBA, model, coach, guide, and monitor BIPs and/or safety plans (in collaboration with Intervention Specialists, General Education staff, and Paraprofessionals)
• Under the guidance of the district BCBA, coach and guide the Multi‑Tiered System of Supports (MTSS) teams on Tier 2 behavior strategies, in collaboration with Intervention Specialists, General Education staff, and paraprofessionals
• Create behavior resources for any classroom, such as token boards, visuals, social stories, and more
• Collaborate with a variety of team members to meet the behavioral needs of students (including Intervention Specialists, General Education teachers, and related service providers)
• Communicate effectively with the BCBA and the student’s team to ensure consistency in implementation, allowing the student’s team to communicate any needs to families
• Collect and analyze data (including observations and a variety of direct and indirect methods) with the support of the BCBA
• Help support staff in moments of student behavior crisis, following the district’s protocols and procedures for de‑escalation and intervention
• Participate in professional development on behavior management, progress monitoring, data collection techniques, social skills, or other targeted student needs
• Maintain respect at all times for student and personnel confidential information
• Perform health care procedures, which may include first aid, toileting, diapering, clothing changes, tube feeding, and other duties deemed necessary
• Attend provided opportunities for training and professional development
• Provide mentorship to newly hired paraprofessionals under the guidance of the district Special Education Coordinator
Required Knowledge, Skills, And Abilities
• Learn with curiosity
• Demonstrate kindness
• Embrace equity
• Ability to support the values of the district’s strategic and equity plans
• Develop and sustain meaningful relationships with students, families, and staff
• Ability to confidently and tactfully assist people in stressful, difficult, and challenging situations
• Knowledge and belief that teaching is a growth‑based endeavor, reflective in nature, with multiple approaches to teaching and learning
• Ability to interact positively and supportively with staff, students, families, and the community
• Demons…