Registered Behavioral Technician (RBT)

Registered Behavioral Technician (RBT)
Fitchburg School District McKay Elementary School – Fitchburg, Massachusetts.

Job Description
The Registered Behavioral Technician is primarily responsible for the direct implementation of treatment plans related to skill acquisition and behavior reduction.

Minimum Qualifications

Meets or exceeds Every Student Succeeds Act (ESSA) Title I Paraprofessionals Hiring Requirements;

Have obtained an associate (or higher) degree, or;

Have at least two years of post‑secondary education that is equivalent to at least 48 credit hours from an accredited higher education institution, or;

Have met a rigorous standard on one of the formal Massachusetts‑endorsed Assessments: Parapro or WorkKeys;

Registered Behavior Technician with the BACB;

Previous experience working with students with autism, developmental, psychiatric, and/or behavioral issues;

Therapeutic experience or another highly experienced therapeutic support role;

Working knowledge of positive therapeutic methods and practices;

Experience with behavior management;

Data collection experience is strongly preferred;

Ability to work effectively with teachers, support staff, and parents and advocate for children to effectively problem solve;

Strong interpersonal, communication, and organizational skills and ability to work with all stakeholders;

Belief in the commitment to increasing personal growth, both academic and social‑emotional, to obtain the highest level of achievement for every student;

Ability to lift up to 20 lbs / bend often, and walk;

Knowledge of the education, development, and instructional support of children;

Experience working with students with special needs is preferred.

Essential Duties & Responsibilities

Assist in delivering behavior‑analytic services and practice under the direction and close supervision of an RBT Supervisor and/or RBT Requirements Coordinator;

Provide training and supervision to students using various therapeutic support practices;

Collaborate with team members to determine necessary modifications, accommodations, and assessment approaches to allow students to succeed;

Work with a team to support students in an academic environment;

Support students' processing to increase their therapeutic growth;

Collect data across different skills and behaviors on a daily basis;

Implement and oversee student behavior plans;

Promote generalization of students’ acquired skills;

Assist the BCBA in implementing behavioral programming;

Create an environment conducive to student learning;

Differentiate instruction and provide appropriate opportunities for learning using the Response to Intervention (RTI) framework;

Meet and instruct assigned students at designated locations and times;

Guide the learning process toward achievement of curriculum standards and establish clear objectives reflecting these standards for all lessons, units, and projects;

Implement the district's mission, philosophy of education, and instructional standards and objectives;

Document progress and/or concerns of students and seek assistance from additional district specialists as required;

Monitor and supervise students through effective classroom management;

Promote high standards and expectations for student achievement;

Use innovative approaches and instructional strategies, including effective use of technologies, to increase student learning and confidence to learn;

Follow professional practices consistent with district policies in working with students, parents, and colleagues;

Attend and participate in faculty meetings and other assigned meetings and activities according to school policy;

Maintain and improve professional competence through attendance at professional development events and self‑generated activities that meet district expectations and recertification requirements;

Assist administration in implementing policies governing student life and conduct and develop fair classroom behavior procedures;

Strive to maintain professional competence relative to specific assignment and student grade/subject area appropriateness;

Establish and maintain open lines of communication with students, colleagues, and parents concerning academic and behavioral progress of assigned students;

Promote equity and appreciation of diversity, ensuring equitable opportunities for student learning, including strategies for students with special needs, 504 plans, and English Learners;

Perform other duties as assigned by the building Principal/SPSA.

Reports to
Principal/SPSA

Evaluated by
Principal/SPSA

Notice of Non-Discrimination
The School Committee’s policy of nondiscrimination extends to students, employees, and the general public with whom it does business. Fitchburg Public Schools does not discriminate on the basis of race, color, religion, creed, national origin, gender, sexual orientation, gender identity, age, or disability in admission to, access to, employment in, or equal treatment in its programs and/or activities, in compliance with state and federal law.

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