Educational Assistant-Registered Behavior Technician(Temp)

Application deadline for in-district bargaining unit members: August 27, 2026. If the position is not filled with a bargaining unit member, outside applicants will be considered thereafter until filled. Projected start date: approximately September 15, 2026. This is a temporary position for the 2026/2027 school year only: 6.5 hours/day, 185 days/year.

About the Role

Under the general supervision of the Director of Special Services, the Registered Behavior Technician (RBT) works under the direction of a Board Certified Behavior Analyst (BCBA) or the coordination of the Board Certified Assistant Behavior Analyst (BCaBA). The RBT is responsible for the direct implementation of skills-acquisition and behavior intervention plans developed by the IEP team, BCBA, or BCaBA. The RBT works under the supervision of the BCBA but in collaboration with the classroom teacher. The RBT may also collect data and conduct assessments. The role provides educational supports through instruction and supervision of students with significant behavioral disabilities, mental health issues, or Autism under the direct supervision of special education teachers, specialists, and/or classroom teachers. These students may have one or more academic, emotional, cognitive, physical, and/or sensory challenges in addition to a mental health diagnosis.

Pay

Salary Range 14: $25.84 to $35.41/hour.

Qualifications

• Hold RBT credentials.
• Completed associate’s or higher degree, or completed at least two years of study at an institution of higher education (72 college quarter hours or more), or met a rigorous standard of quality and ability to assist in instructing reading, writing, and mathematics through the high school level.
• Demonstrated ability to problem-solve effectively with students with behavioral and mental health issues.
• Training and/or experience in Crisis Intervention techniques.
• Training and/or experience in implementation of positive behavior supports.
• Training and/or experience in Collaborative Problem Solving (preferred).
• Training in functional behavior analysis.
• Basic typing/keyboarding and math skills.
• Demonstrated ability to communicate, monitor, supervise, and manage students with a variety of behavioral health needs.
• Demonstrated ability to communicate effectively with staff and families.
• Personal characteristics of flexibility, initiative, and cooperativeness.
• Physical capability and ability to respond to aggressive student behavior.
• Demonstrated ability to maintain confidentiality of sensitive information.
• Demonstrated ability to work under conditions of constant interruptions and perform under pressure.
• Demonstrated ability to establish and maintain positive relationships with others as part of a team.
• Ability to interpret and apply applicable laws, rules, and regulations related to special education.

Licenses, Certifications, and Clearances

• Criminal Justice Fingerprint Clearance.
• First Aid/CPR card.
• Bloodborne Pathogen training.

Skills

• Knowledge of principles of child development and instructional practices.
• Performing basic clerical functions and basic arithmetic calculations.
• Operating standard office equipment as well as computer programs and applications (e.g., email, system applications, word processing).
• Communicating effectively in English, both verbally and in writing (e.g., correct spelling, grammar, and punctuation).
• Reading, interpreting, and applying rules, regulations, and policies.
• Understanding and carrying out verbal and written instructions.
• Providing for special health care needs of students (e.g., tube feeding, catheterization, toileting).
• Understanding and addressing students with special needs.
• Rapidly learning methods and materials used in a variety of instructional situations.
• Functioning as a self-starter who works well independently or in a team.
• Planning, prioritizing, and completing assignments with minimum supervision.
• Handling multiple projects and tasks to meet scheduled deadlines.
• Interacting with persons of different age groups and cultural backgrounds.

Responsibilities

• Perform tasks assigned by the BCBA/BCaBA.
• Work under the guidance and direction of Special Education Teacher, Specialist, and/or classroom teacher with access to assistance and consultation.
• Work collaboratively by assisting teachers in implementing lesson plans and/or developing students' daily living and behavioral skills (e.g., hygiene and grooming, anger-management, social skills).
• Under the direction of the special education teacher, provide instructional practice and review to individual, small groups, and/or whole groups of students.
• Participate in regularly scheduled clinical, triage, and data team meetings with special education teacher and support staff.
• Adapt classroom work/homework under the direction of the teacher to support and/or reinforce individual and classroom learning objectives.
• Implement behavioral strategies, as directed by the classroom teacher, to individual, small groups, and/or whole groups of students (e.g., Collaborative Problem Solving).
• Administer first aid and medical assistance (e.g., tube feeding, catheterization, toileting) for the purpose of providing appropriate care for ill, medically fragile, and/or injured children.
• Maintain specialized and classroom equipment and student files/records to ensure a safe and appropriate learning environment.
• Monitor individual students, classroom, and/or playground activities for the purpose of providing a safe and positive learning environment.
• Perform record keeping and basic clerical functions, scheduling, copying, etc., to support teachers in maintaining student files and providing classroom materials.
• Attend training, maintain valid certificates (if applicable), and utilize district-approved de-escalation and physical intervention techniques, including district-approved and certified two-person and three-person holds when needed.
• Develop materials for student IEP implementation.
• Evaluate situations to take appropriate action and/or direct the situation to the appropriate personnel for resolution.
• Implement, assess, and evaluate student intervention plans and programs.
• Exhibit the ability to develop relationships and communicate effectively with a diverse community and student population.
• Engage in ongoing supervision for a minimum of 5% of hours spent engaging in student skills acquisition activities and behavior change strategies per month, including at least two face-to-face synchronous contacts per month during which the supervisor observes the RBT engaging in skill acquisition or behavioral change activities.
• Communicate with staff, students, parents, and community about factors impacting student performance in a manner consistent with administrative direction as well as district policies and procedures.
• Measurement and data collection. Maintain accurate data on student performance/progress.
• Summarize and report all behavior data for building administrator in a timely, accurate, and efficient manner.
• Assessment of preference and behavior.
• Implement positive behavioral intervention systems.
• Focus on student skill acquisition.
• Demonstrate competency in utilization of intervention and crisis response strategies.
• Implement evidence-based intervention practices.
• Monitor children's behavior inside and outside of the classroom.
• Enter and update student information in applicable computer programs.
• Perform routine mathematical calculations.
• Read and interpret routine information from schedules, memos, and/or other written documentation.
• Prepare simple memos, letters, and/or other related written correspondence.
• Problem-solve with students on an ongoing basis.
• Provide support to the classroom as directed by administration as needed.
• Provide clear, consistent, and appropriate expectations for student behavior.
• Attend various training sessions needed to maintain an up-to-date understanding of behavioral intervention and other related meetings.
• Demonstrate ethical professional conduct and scope of practice.
• Assist other personnel as may be required for the purpose of supporting them in the completion of their work activities to meet the needs of assigned students and the Structured Skills Center.
• Participate in various meetings for the purpose of sharing information and/or improving one's skills/knowledge.
• Confer with teachers and specialists for the purpose of assisting in evaluation of students' progress and/or implementing students' objectives.
• Assist with the transportation needs of students, including walking them to and from the bus, supervision of students on the way to and from the bus, supervision of loading and unloading of buses, arranging for the transportation needs of students, and may include riding the bus with the student to and from school beginning and ending in a designated location.
• Transport students to and from their home schools and/or on outside activities using district-provided vehicles.
• Perform other related duties as determined by the teacher, specialist, or school administrator, which are indicated to ensure the physical and emotional well-being of students.

Physical Requirements

• Sit, stand, or walk for prolonged periods of time.
• Talk and hear conversations in a potentially noisy environment.
• Use precise control of fingers and hand movement, often in a repetitive motion such as keyboarding.
• Reach for and handle objects.
• Use close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
• Lifting and transferring immobile students.
• Physical interventions of small and large students.
• Bending, stooping/crouching, kneeling, and lifting and/or moving up to 40 pounds may also be required on occasion.

Licensing Requirements

To complete RBT credentials, the applicant must:

• Be at least 18 years of age.
• Complete a 40-hour training program (under a Board Certified Behavior Analyst certificate) based on the RBT Task List.
• Pass the RBT Competency Assessment administered by a BCBA Proctor.
• Maintain RBT credential.

Workplace Expectations

• Maintain regular and punctual attendance. In case of an absence, follow site and/or district protocol for reporting absences.
• Maintain appropriate confidentiality regarding information relating to staff, students, and parents.
• Dress in a professional and appropriate manner for the assignment and the work setting.
• Exercise prudent judgment.
• Work independently in the performance of routine duties.
• Follow all District and school policies and work