Position Type:
Classified Special Education/Behavior Social Team (BST)
Date Posted:
8/21/2026
Location:
Student Support Services Office (SSSO)
Application Deadline: 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 . Exact date to be determined by the district.
This is a temporary position for the 2026/2027 School Year Only
6.5 hours/day, 185 days/year
Salary Range 14 $25.84 to $35.41/hour
Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the desired qualifications as described in a job description. We are most interested in finding the best candidate for the job. We would encourage you to apply, even if you don't believe you meet every one of our desired qualifications described. If you are unsure whether you meet the desired qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application. Preference will be given to those applicants with work or lived experience with culturally, linguistically and racially diverse communities.
POSITION SUMMARY: 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 implementation of 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. (EA-RBT) provides educational supports through instruction and supervision of students with significant behavioral disabilities along with mental health issues or Autism under the direct supervision of special education teacher, specialist and/or classroom teacher. These students may have one or more academic, emotional, cognitive, physical and/or sensory challenges in addition to a mental health diagnosis.
MINIMUM QUALIFICATIONS
Education, Training, Experience, Licensure and Certification
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Hold RBT credentials.
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Demonstrated ability to problem-solve effectively with students with behavioral and mental health issues.
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Training and/or experience in Crisis Intervention techniques.
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Training and/or experience in implementation of positive behavior supports.
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Training and/or experience in Collaborative Problem Solving preferred.
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Training in functional behavior analysis.
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Must possess basic typing/keyboarding and math skills.
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Demonstrated ability to communicate, monitor, supervise, and manage students with a variety of behavioral health needs and help them succeed.
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Demonstrated ability to communicate effectively with staff and families.
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Must possess personal characteristics of flexibility, initiative, and cooperativeness.
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Must possess physical capability and ability to respond to aggressive student behavior.
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Demonstrated ability to maintain confidentiality of sensitive information.
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Demonstrated ability to work under conditions of constant interruptions and perform under pressure.
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Demonstrated ability to establish and maintain positive relationships with others as part of a team.
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Ability to interpret and apply applicable laws, rules, and regulations related to special education.
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Education Required: Completed associates or higher degree, 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
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Licenses, Certifications, Bonding, and/or Testing Required: Criminal Justice Fingerprint Clearance; First Aid/CPR card; Bloodborne Pathogen training
Knowledge and Skills:
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Knowledge of principles of child development and instructional practices
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Performing basic clerical functions and basic arithmetic calculations
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Operating standard office equipment as well as computer programs and applications (e.g. email, system applications, word processing)
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Communicating effectively in English, both verbally and in writing (e.g. correct spelling, grammar and punctuation)
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Read, interpret, and apply rules, regulations, and policies
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Understanding and carrying out verbal and written instructions
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Providing for special health care needs of students
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Understanding and addressing students with special needs
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Rapidly learn methods and materials used in a variety of instructional situations
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Functioning as a self-starter, who works well independently or in a team
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Planning, prioritizing and completing assignments with minimum supervision
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Handling multiple projects, and tasks to meet scheduled deadlines
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Interacting with persons of different age groups and cultural backgrounds
ESSENTIAL JOB FUNCTIONS:
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Perform tasks assigned by the BCBA/BCaBA
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Works under the guidance and direction of Special Education Teacher, Specialist, and/or classroom teacher with access to assistance and consultation
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Works 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)
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Under the direction of the special education teacher, provides instructional practice and review to individual, small groups, and/or whole groups of students
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Participates in regularly scheduled clinical, triage and data team meetings with special education teacher and support staff
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Adapts classroom work/homework under the direction of the teacher to support and/or reinforce individual and classroom learning objectives
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Implements behavioral strategies, as directed by the classroom teacher, to individual, small groups and/or whole groups of students (eg. Collaborative Problem Solving)
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Administers first aid and medical assistance (e.g. tube feeding to students, catheterization, toileting) for the purpose of providing appropriate care for the ill, medically fragile and/or injured children
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Maintains specialized and classroom equipment and student's files/records as pertain to special education files/records to ensure a safe and appropriate learning environment
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Monitors individual students, classroom and/or playground activities for the purpose of providing a safe and positive learning environment
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Performs record keeping and basic clerical functions, scheduling, copying, etc. to support teachers in maintaining student files and providing classroom materials
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Attend training, maintain a valid certificate (if applicable), and utilizes district approved de-escalation and physical intervention techniques that include district approved and certified two-person and three-person holds when needed
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Develops materials for student IEP implementation
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Evaluates situations to take appropriate action and/or direct the situation to the appropriate personnel for resolution
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Implement, assess, and evaluate implementation of student intervention plans and programs.
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Exhibit the ability to develop relationships and communicate effectively with a diverse community and student population.
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Engage in ongoing supervision for a minimum of 5% of hours spent engaging in student skills acquisition activities and behavior change strategies per month.
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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.
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Monthly supervision must include at least two face-face synchronous contacts per month during which the supervisor observes the RBT engaging in skill acquisition or behavioral change activities.
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Measurement and data collection. Maintain accurate data on student performance/progress.
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Summarize and report all behavior data for building administrator in a timely, accurate, and efficient manner.
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Assessment of preference and behavior.
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Implement positive behavioral intervention systems.
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Focus on student skill acquisition.
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Demonstrate competency in utilization of intervention and crisis response strategies.
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Implement evidence based intervention practices.
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Monitor children's behavior inside and outside of the classroom
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Enter and update student information in applicable computer programs.
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Perform routine mathematical calculations.
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Read and interpret routine information from schedules, memos, and/or other written documentation.
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Prepare simple memos, letters, and/or other related written correspondence. Problem-solve with students on an ongoing basis.
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Provide support to the classroom as directed by administration as needed.
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Provide clear, consistent, and appropriate expectations for student behavior.
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Attend various training sessions needed in order to maintain an up-to-date understanding of behavioral intervention and other related meetings.
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Demonstrate ethical professional conduct and scope of practice.
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Working Conditions: Physical and emotional stamina to work with highly impacted mental health and behaviorally challenging students using both physical and collaborative problem-solving skills for extensive periods of time, daily and on an ongoing basis
OTHER JOB FUNCTIONS:
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Assists 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
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Participates in various meetings for the purpose of sharing information and/or improving one's skills/knowledge
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Confers with teachers and specialists for the purpose of assisting in evaluation of students' progress and/or implementing of students' objectives
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Assists 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 busses, 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
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Transports students to and from their home schools and/or on outside activities using district provided vehicles
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Performs 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:
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Ability to:
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sit, stand or walk for prolonged periods of time
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talk and hear conversations in a potentially noisy environment
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use precise control of fingers and hand movement, often in a repetitive motion such as keyboarding
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reach for and handle objects
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use close vision, distance vision, color vision, peripheral vision, depth perception and the ability to adjust focus
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lifting and transferring immobile students
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physical interventions of small and large students
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Bending, stooping/crouching, kneeling and lifting and/or moving up to 40 pounds may also be required on occasion
LICENSING REQUIREMENTS:
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
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Maintaining regular and punctual attendance. In case of an absence site and/or district protocol for reporting absences is followed.
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Maintaining appropriate confidentiality regarding information relating to staff, students and parents
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Dress in a professional and appropriate manner for the assignment and the work setting Exercising prudent judgment
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Work independently in the performance of routine duties
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Follow all District and school policies and work procedures
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Utilize the District's electronic systems and applications related to the position
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Participate in required meetings and trainings related to the position
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If employee is bilingual, interpretation, translating documents, and/or communicating orally in the second language may be required
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Cultivate and model a respectful working and learning environment
