Registered Behavior Technician (RBT)

Reports to: Special Education Coordinator Employment Status: Full-time FLSA Status: Employed through the Educational Service Center Council of Governments (ESC COG) Job Description: The RBT assumes duties as assigned by the district’s Board Certified Behavior Analyst (BCBA), Special Education Coordinator, and, at times, by the Director of Student Services & Accessibility when needs arise. The responsibilities outlined reflect flexibility, a student-centered approach, and support for the needs of each assigned student or classroom. RBTs assume responsibility for continued professional growth to support educational programming fully. Qualifications: Must be 18 years of age or older and have a high school diploma or equivalent; Associate’s degree OR received a passing score on the Paraprofessional Assessment OR obtained a passing score on the Paraprofessional Assessment within four months of hire; Successful completion and maintenance of a certified RBT (or willingness to obtain); Satisfactory criminal background check in accordance with Ohio law; Such alternatives to the above as deemed appropriate by the Superintendent. Preferred: Three or more years of experience working with children with disabilities; Certified and experienced in crisis prevention, trauma-informed behavior management, or de-escalation intervention. Essential Functions: Must follow all ethical codes and policies of the RBT certificate and licensing agency; Ensure the safety of students; Serve as a role model for students; Utilize evidence-based strategies (including restorative practices) to build student independence, agency, and self-advocacy; Participate and collaborate with BCBA and classroom staff on the development of Functional Behavior Assessments (FBAs), Behavior Intervention Plans (BIPs), Behavior Support Plans (BSPs), and Safety Plans; Under the guidance of the district BCBA, model, coach, guide, and monitor BIPs and/or safety plans (in collaboration with Intervention Specialists, General Education staff, and Paraprofessionals); Under the guidance of the district BCBA, coach and guide the Multi-Tiered System of Supports (MTSS) teams on Tier 2 behavior strategies, in collaboration with Intervention Specialists, General Education staff, and paraprofessionals; Create behavior resources for any classroom, such as token boards, visuals, social stories, and more; Collaborate with a variety of team members to meet the behavioral needs of students (including Intervention Specialists, General Education teachers, and related service providers); Communicate effectively with the BCBA and the student’s team to ensure consistency in implementation, allowing the student’s team to communicate any needs to families; Collect and analyze data (including observations and a variety of direct and indirect methods) with the support of the BCBA; Help support staff in moments of student behavior crisis, following the district's protocols and procedures for de-escalation and intervention; Participate in professional development on behavior management, progress monitoring, data collection techniques, social skills, or other targeted student needs; Maintain respect at all times for student and personnel confidential information; Perform health care procedures, which may include first aid, toileting, diapering, clothing changes, tube feeding, and other duties deemed necessary; Attend provided opportunities for training and professional development; Provide mentorship to newly hired paraprofessionals under the guidance of the district Special Education Coordinator. Required Knowledge, Skills, and Abilities: Learn with curiosity; Demonstrate kindness; Ability to support the values of our strategic and equity plans; Develop and sustain meaningful relationships with students, families, and staff; Ability to confidently and tactfully assist people in the midst of stressful, difficult, and challenging situations; Knowledge and belief that teaching is a growth‑based endeavor, reflective in nature, with multiple approaches to teaching and learning; Ability to interact positively and supportively with staff, students, families, and the community; Demonstrate knowledge of social‑emotional, behavioral, and academic skill development and a willingness to learn about student‑specific needs; Ability to build and maintain positive, supportive, professional relationships with children; Ability to receive and apply constructive feedback on job performance with the utmost professionalism; Demonstrate proactive initiative by independently implementing and leading evidence‑based behavior strategies; Willingness to complete training in crisis de‑escalation intervention; Respect the variability of cultures, including but not limited to socioeconomic status, religions, family types, etc.; Follow all safety guidelines under the Ohio Revised Code and the Ohio Administrative Code for public school employees, including but not limited to bloodborne pathogens, ethics, fraud, reporting child abuse and neglect, etc.; Perform other duties as assigned by the Supervisor, Superintendent’s Designee, or Superintendent. Required Knowledge and Use of Equipment and Software: Electronic device, copier, printer, scanner, laminator, and fax; Keys and locking mechanisms on doors, cabinets, windows, etc.; District‑employed software. By way of example, this includes any specific technology the District uses, including Google Education software: Gmail, Calendar, Drive, Forms, Sheets, and Google Ed products; Applications (apps) or devices used to calculate numbers or used for purposes of a dictionary, thesaurus, grammar correction, or other applications accessed for this position; Phone equipment and all phone functions include transferring, holding, and sending callers to voicemail. Working Conditions: Will be evaluated within their first 12 weeks of employment for review and guidance, in addition to the annual review completed towards the end of the school year; May occasionally be exposed to blood, bodily fluids, and tissue; Frequent interruption of tasks to support students, staff, parents/guardians, community members, and visitors; Must occasionally work nights/extended days due to school functions; Must be able to assist others by moving around the school and grounds; Must be able to lift and move up to 40 pounds; Repetitive hand motion (e.g., keyboard, typing) or voice‑to‑text; Employees shall remain free of any alcohol or non‑prescribed controlled substance use in the workplace throughout their employment with the District; Note: The above lists are not ranked in order of importance. EEO Statement: The Bexley City School District Board of Education does not discriminate on the basis of race, color, national origin, sex, including sexual orientation and gender identity, disability, age, religion, military status, ancestry, genetic information, or any other legally protected category in its programs and activities, including employment opportunities. Additional Information: This job description is subject to change and in no manner states or implies that these are the only duties and responsibilities to be performed by the incumbent. The incumbent will be required to follow the instructions and perform the duties required by the incumbent’s supervisor, who will be appointed as the authority. Current Rate of Pay for 2025-2026 School Year: Degree and experience in related fields will be considered in determining the beginning rate of pay. $18.67 (no experience and no degree) per hour to $19.54 (5 years experience and no degree) per hour $21.06 (no experience but has a degree) per hour to $24.24 (10 years experience and a degree) per hour #J-18808-Ljbffr