This postion is open until filled

Primary Function: The School-Based Registered Behavior Technician (RBT) with Paraeducator Duties is responsible for providing direct support to students with special needs, primarily in the realm of Applied Behavior Analysis (ABA) interventions, while also assisting with various paraeducator responsibilities within the educational setting. This role plays a critical part in enhancing the learning experience and social development of students with diverse needs, ensuring a safe and inclusive environment for all.

Reports To: Program Manager, Department for Specialized Instruction

Salary Schedule: Grade 10

Work Days: 200 Days

Requirements:

1. Education:

• High school diploma or equivalent
• Registered Behavior Technician (RBT) credential

Preferred: 

• Associate degree from an accredited college or university

Experience, Skill, and Certification:

Required:

• Experience working with students with special needs, preferably in a school setting.
• Knowledge of Applied Behavior Analysis (ABA) principles and behavior intervention strategies.
• Strong communication and interpersonal skills.
• Ability to work effectively in a collaborative team environment.
• Patience, empathy, and a genuine desire to support students with diverse needs.
• Ability to work with clients of multiple ages, skill levels, and behaviors.
• Valid Driver’s License.
• Reliable means of transportation and ability to travel to multiple locations.

Essential Duties:

                            **Applied Behavior Analysis (ABA Support)

1. Implement individualized ABA programs as developed by Board Certified Behavior Analysts (BCBAs) to address behavioral and educational goals of students.
2. Provide one-on-one or small-group instruction to support students in achieving their behavioral and academic targets, including self-help skills, language/communication skills, and social skills.
3. Collect and record data on student progress, behavior, and responses to interventions.
4. Collaborate closely with BCBAs, Autism Interventionists, teachers, and other professionals to develop and modify behavior plans and strategies.
5. Ability to accept constructive feedback and develop knowledge and skill sets accordingly. 
6. Assist in the creation of program plans and materials.                                                                 **Paraeducator Duties**
7. Assist teachers and students with various classroom tasks, including but not limited to classroom management, instructional support, and resource preparation.
8. Support students with special needs in inclusive settings, ensuring their access to the curriculum and fostering a positive learning environment.
9. Provide physical, emotional, and academic support for students with disabilities or exceptional needs as required.
10. Accommodate individualized education programs (IEPs) and work with special education staff to ensure student success.                                                                                   ** Behavior Management**
11. Implement behavior management techniques, reinforcement strategies, and de-escalation methods as per student-specific behavior intervention plans (BIPs).
12. Monitor and promote positive behavior and social interactions among students.
13. Ability to respond to crisis behavior with a calm, professional demeanor.
14. Able to keep confidentiality in all manners, most specifically in relation to student behaviors.
15. Report behavioral concerns to the BCBA and other relevant staff members.                                   **Communication and Collaboration**
16. Maintain open communication with classroom teachers, special education staff, and other team members to ensure coordinated support for students.
17. Collaborates and cooperates with autism program support staff (BCBAs and Autism Interventionists) to ensure students receive positive behavioral supports.
18. Attend team meetings, training sessions, and professional development activities to enhance skills and stay updated on best practices.
19. Contribute to the development of progress reports and student evaluation processes.                     **Safety and Inclusivity**
20. Promote a safe and inclusive learning environment where all students feel respected and valued.
21. Follow school policies and procedures related to safety, confidentiality, and student well-being.
22. Assist with students' mobility and personal care needs as required, including toileting, and feeding needs.
23. Assists Classroom Teacher with non-instructional duties such as: breakfast/snack/lunch time, bathroom, and/or clothing routines, and procedures to ensure the supervision and safety of students.
24. Performs other duties as necessary for the effectiveness of the organization.

Non-Essential Responsibilities

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

TERMS OF EMPLOYMENT

Incumbents will be considered “at will.” Appropriate pay will be determined based on Grade 10 of the classified hourly scale and allowable experience as determined by Human Resources. The work calendar will be 200 days.  NONEXEMPT New 12-2023

Physical and Sensory Demands

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that required more physical or sensory effort, please list the requirements in this section. Check the box that is applicable for this position and complete any necessary information.

[ ] OFFICE Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.

[X ] CLASSROOM Employees in this category spend at least most of the workday in a typical classroom or related educational environment. There will be prolonged periods of standing or walking, and there may be frequent bending, stooping, or stretching. There are occasions that require the lifting or pulling of equipment or supplies. Reading, listening, writing, and speaking are requirements. There are few exceptional physical or sensory demands, but there may be occasions that require the lifting or restraint of a student.

EXCEPTIONAL PHYSICAL OR SENSORY DEMANDS (Check any that apply to this job and complete the required information.)

[x] Occasional heavy lifting of up to _25__ pounds of materials, etc.

[ ] Frequent climbing up to ___ feet, and/or working on building roofs.

[ ] Exposure to heavy dust, dirt, chemical or paint fumes, and other airborne matter.

[ ] Exposure to extreme heat, electric current, hazardous chemicals, or other potential hazards.

[X] Sitting or standing for extended periods with no control over rest periods.

[X] Other: __Must have a valid driver’s license and reliable transportation to travel between schools.