Registered Behavior Technician

SUMMARY OF OPPORTUNITY We are looking for a skilled professional who has experience in strengthening and expanding racial equity work in an urban setting. Professional development opportunities are available to enhance growth, as well as competitive benefits and hourly wages. IPS RBTs (Registered Behavior Technicians) must have experience working with individuals with Autism, implementing skill acquisition programs, and implementing function-based behavior support plans. Purpose and Impact In every non‑teaching and non‑leadership role, your work directly supports the success of IPS students and schools. Whether you’re maintaining facilities, providing student services, or managing administrative operations, you play a key part in ensuring an equitable and high‑quality educational environment. IPS is a place where every employee is valued. You’ll join a supportive community that promotes respect, teamwork, and a shared commitment to serving students and families. Professional and Personal Growth IPS offers a variety of training programs to help staff build new skills and grow professionally. This includes access to development opportunities for administrative, technical, and operational roles, as well as pathways to becoming a certified teacher. Whether you’re new to your role or seeking to deepen your expertise, IPS provides resources and support for continuous improvement. Comprehensive Compensation and Benefits IPS ensures competitive wages and regularly reviews pay structures to maintain equity. Employees enjoy comprehensive health coverage, dental and vision plans, life insurance, disability insurance, and retirement plans. Additional financial benefits include flexible spending accounts and eligibility for federal loan forgiveness programs. Work-Life Balance and Well‑being IPS offers vacation, personal, and sick leave, along with paid holidays. Twelve‑month employees benefit from floating holidays, and unused personal leave rolls into the sick leave balance. IPS prioritizes staff well‑being with access to wellness initiatives, including health screenings and an employee assistance program for confidential support and counseling. What We Expect Every role at IPS is vital to the district’s success. We expect staff to demonstrate professionalism, dependability, and a commitment to providing excellent service to students, educators, and families. IPS values teamwork. Working collaboratively with your colleagues ensures a supportive environment for all. Clear communication and mutual respect are key to maintaining this culture. As a large, dynamic district, IPS needs staff who are adaptable and proactive in solving problems to meet the ever‑changing needs of students and schools. WHAT YOU’LL DO Core Duties and Responsibilities Provide the highest quality of individualized, educational services to students 0‑22 with Autism Spectrum Disorders and other Developmental Disabilities in varied environments within IPS classrooms. Implement acquisition and behavior programs developed by BCBA staff overseeing students & program. Accept and implement specific feedback provided by BCBA supervisor, classroom teacher, or therapists. Implement data collection systems including data collection, data graphing, and communicating to supervising BCBA staff. Work collaboratively with other specialists (OT, PT, AT, TOR, SLP) and families. Assist with the implementation of inclusion practices and implements a transition program developed by BCBA staff to transition students to the most appropriate Least Restrictive Environment. Adhere to high standards of professional behavior, using appropriate applied behavior teaching, communication, and reinforcement techniques consistently. Provide a highly structured approach that relies on behavioral principles. Collaborate with professionals across school settings to develop and implement appropriate programming for students based on environment and individual needs. Collaborate with teaching and BCBA staff to obtain necessary data, assessment information, and any additional required documentation prior to IEP meetings or report‑card distribution. Comply with BACB Ethics Code, including maintaining client confidentiality and ensuring student dignity and choice with all interactions. Maintain student and program records in accordance with required timelines and with applicable standards, regulations, and IPS Policies. Complete necessary crisis management trainings. Maintain required RBT competency and recertification needs at employee’s expense. Other duties as assigned. Day In the Life Overview Implement acquisition and behavior programs developed by BCBA staff overseeing the student program. Assist the classroom teacher with educational programming. Assist, participate, and model during inclusion opportunities throughout the school building, including physical activities such as physical education and recess. Assist with personal care needs and hygiene. Track, collect, and analyze data. Submit Medicaid billing documentation. Following the classroom teachers plans, lead a small group of two to three students. Display flexibility and be able to keep calm under pressure. WHAT YOU’ll BRING: SKILLS AND MINDSETS Utilize knowledge of applied behavior analysis and appropriate interventions for students diagnosed with Autism Spectrum Disorder. Leverage understanding of child development, curriculum and instruction materials used at various grade levels. Continuously seek to improve individual work, demonstrating candor and ability to identify weaknesses. Find lessons in failures and successes of others. Proactively seek and act on feedback. Inspire others to work towards common goals to meet the needs of urban school students, despite obstacles. Advocate the importance of the district’s role in serving schools and communicate with internal and external stakeholders. Build rapport and cooperative relationships with others. Exhibit strong interpersonal and leadership skills. Relate and interact positively with teachers, other staff, students, administrators, central office personnel, parents, and the general public. Make effective decisions regarding sensitive and confidential information. Respect the privacy of others and maintain confidentiality of information to which you are exposed. Adhere to RBT Code of Ethics. Possess effective verbal and written communication and be able to adapt communication style to suit different audiences. Identify challenges and offer solutions to the team, creating space for productive debate and alternative perspectives. Encourage innovation and creativity from the team. Identify risks and ways to mitigate. Maintain a rational and objective demeanor when faced with stressful or emotional situations; demonstrate self‑composure and ability to act objectively rather than impulsively or emotionally. Modify, respond to, and integrate change with minimal personal resistance. Demonstrate competency in ABA methodologies and ability to follow written procedures as developed by BCBA and teaching staff, preferably in a public school setting and with students on the Autism spectrum or with severe behavioral needs. EDUCATION, CERTIFICATION, AND LICENSURE REQUIREMENTS High school diploma or equivalent. 40‑hour RBT training certificate required. RBT (Registered Behavior Technician) certified by the behavior analysis certification board. FLSA CLASSIFICATION Non‑Exempt ELIGIBILITY FOR REMOTE WORK Not eligible PHYSICAL REQUIREMENTS The physical requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; talk or hear. The employee frequently is required to stand and walk. The employee is occasionally required to sit; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus. EEOC STATEMENT Indianapolis Public Schools, in accordance with its nondiscrimination policies, will not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, religion, creed, national origin or ancestry, sex, age, physical or mental disability, pregnancy, veteran or military status, genetic information, sexual orientation, gender identity or expression, marital status, familial status, domestic violence victim status, homelessness or any other legally recognized protected basis under federal, state or local laws, regulations, or ordinances. Indianapolis Public Schools does not tolerate any form of retaliation or bias‑based intimidation, threat, or harassment that demeans individuals’ dignity or interferes with their ability to learn or work. DISCLAIMER Essential functions, as defined under the Americans with Disabilities Act, may include any of the above representative duties, knowledge, and skills. This job description is illustrative only, and is not a comprehensive list of all essential functions and duties performed by the occupant of this position. Factors such as regular and punctual attendance are not routinely listed in job descriptions, but are an essential function. #J-18808-Ljbffr Indianapolis Public Schools