RIVERS Behavior Support (RBS)
Reports to the Principal
FLSA Status: Non-Exempt
To learn more about Harwood Unified Union School District and our schools, visit https://huusd.org/our-schools
Position Objective
Provide behavioral, instructional, and physical support to students with intensive behavioral needs in classroom and community settings. Implement Individualized Education Programs (IEPs) and Behavioral Support Plans in specialized programs and inclusive settings. Support student progress, monitor needs, and assist in developing and modifying individualized behavioral and instructional programs.
Key Responsibilities
Training and Professional Development
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Participate in specialized trainings required or provided by the district.
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Attend and actively engage in professional development, meetings, and growth activities as requested or required.
Instructional Support
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Adapt classroom materials and instructional methods to meet student needs in consultation with teachers and specialists.
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Implement instructional programs under professional direction in individual, small-group, and whole-group settings.
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Assist in administering informal assessments to determine student progress and achievement levels.
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Support the development, compilation, and organization of instructional materials.
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Maintain working files, record grades, and gather and analyze data on student academic and functional performance.
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Supervise students in school and community settings.
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Participate in community activities and field trips.
Behavioral and Social-Emotional Support
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Implement individualized behavior support plans in alignment with district policy and state regulations.
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Conduct task analysis and collect detailed data on student academic, behavioral, social-emotional, and functional progress.
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Identify behavioral precursors and assist in co-regulating students during dysregulated situations.
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Implement non-aversive, restrictive interventions as necessary per established protocols.
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Support students in developing life and functional skills.
Collaboration and Communication
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Participate in team meetings to support the development and review of student plans.
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Communicate effectively with teachers, families, administrators, and related service providers.
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Process routine communications such as parent logs, permission slips, and meeting notices.
Health and Safety
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Administer first aid and CPR as necessary.
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Assist with medical or therapeutic supports (e.g., respiratory, physical, occupational, speech therapy) under supervision.
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Administer medications as directed by the school nurse.
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Assist with transportation of assigned students when requested.
Additional Duties
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Perform clerical tasks such as copying and ordering supplies.
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Carry out other related duties as assigned.
Supervision
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Receives direct to moderate technical supervision from a special education teacher.
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Receives general supervision from the School Principal, Director of Special Education Services, and/or Director of Multi-Tiered Systems of Support.
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Performs many duties independently within established guidelines.
Supervisory Responsibilities
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No formal supervisory duties. May train, assist, and occasionally guide junior co-workers and volunteers.
Qualifications
Education & Experience
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Bachelors degree in Education or related field preferred.
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One year of relevant school-based experience desirable.
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Knowledge of children with disabilities and special education practices preferred.
Skills & Abilities
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Language: Ability to read and interpret IEPs, behavioral support plans, evaluation reports, and curriculum materials. Ability to write routine reports and correspondence; communicate effectively.
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Mathematics: Calculate percentages, proportions, area, circumference, and volume.
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Computer Skills: Proficient in basic computer and word processing applications; experience with adaptive equipment and augmentative/alternative communication (AAC) systems preferred.
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Reasoning & Behavioral Regulation: Follow written and oral instructions; identify behavioral precursors; manage multiple variables in structured environments.
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Communication & Interpersonal: Communicate respectfully with students, staff, families, and agencies; demonstrate patience, compassion, cooperation, and professionalism; resolve conflicts and manage stress.
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Additional Competencies: Dependability, punctuality, emotional self-control, stress tolerance, cooperation, attention to detail, integrity, flexibility, independence, and teamwork.
Physical Effort & Stress
Physical Effort
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Frequently: Sitting, standing, walking, use of computers/equipment, lifting up to 10 lbs., handling.
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Constantly: Seeing, hearing, talking, dexterity, managing stress, resolving conflicts.
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Occasionally: Lifting/carrying 10100+ lbs. (with assistance), bending/stooping, pushing/pulling, twisting, balancing, crouching, kneeling, crawling, reaching.
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Sometimes: Driving.
Working Conditions / Environmental Factors
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Constant Exposure: Dust/dirt, vibration/noise.
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Frequent Exposure: Viruses and infectious diseases.
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Occasional Exposure: Extreme cold (non-weather), fumes/odors, chemicals, uneven terrain, outdoor weather.
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Sometimes Exposure: Extreme heat (non-weather), water exposure.
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Not Applicable: Hazardous equipment, heights.
The RIVERS Behavior Support (RBS) role ensures students with intensive behavioral needs receive individualized behavioral, instructional, and physical support to access education safely, develop functional skills, and succeed academically and socially.
