Registered Behavior Technician

SUMMARY 

SAS is seeking Registered Behavior Technicians (RBT) across multiple special education settings, Pre-K-12 to age 26.  The RBT’s certification is supervised by the district’s Board Certified Behavior Analysts (BCBA), directed and evaluated by the building principal(s), and supported by the special education administration team.  A school-based Registered Behavior Technician (RBT) works directly in educational settings, providing support to students who are experiencing behavioral challenges. This support could be 1:1 or in a small group setting. In this role, the RBT collaborates with school staff, including special education teachers, school psychologists, school social workers, and BCBAs, to help students develop critical skills for academic, social, and emotional success.

Saline Area Schools (SAS) is a destination district and made up of  early childhood special education; three elementary building, grades Y5 - 3; one upper elementary building, grades 4-5; one middle school, grades 6-8; one high school, grades 9-12; one young adult program, ages 18-26, and one alternative education high school, grades 9-12.  Known for its strong academic achievement, inclusive practices and extensive extracurricular opportunities,  SAS is the home of the Hornets to nearly 4,900 students, with approximately 875 students with special education eligibility.  The district prides itself on supporting all students to achieve their full potential, in the Least Restrictive Environment (LRE) and set up for success to to thrive in the safety of their neighborhood school.    

SAS strives to hire individuals who are intrinsically motivated, have a deep desire to grow professionally, and believe children deserve to learn in an environment that is the least restrictive and reflective of the highest level of cultural competence.  Individuals must possess a strong work ethic,  committed to providing children with boundless opportunities, and who understand that diversity, equity, and inclusion are essential to the success of an RBT in the 21st Century. 

QUALIFICATIONS  

Required Education/Certification 

• Valid Registered Behavior Technician (RBT) Certification 
• Has completed: 

At least two (2) years of study at an institution of higher education (equal to  a minimum of 60 post-secondary credits) or; 

Associates degree or higher or; 

Passing score on Michigan Test for Teacher Certification or;  

Passing score on ETS Parapro Assessment 

• Must be able to lift and/or move up to 40 pounds 
• Exemplary, regular and predictable attendance is essential and expected 
• Employee must be physically on-site and alert at all times  

Preferred Experience 

• CPR, AED, First Aid Certification preferred 
• NVCI Training / Certification preferred 
• Previous Diversity, Equity, and Inclusion Training. 

KEY JOB RESPONSIBILITIES & TRAINING

Implement Intensive Positive Behavior Support Plans: Under the supervision of a BCBA, RBTs help execute individualized Positive Behavior Support Plans for students to reduce problematic behaviors and encourage positive behaviors.

Support Skill Acquisition: RBTs focus on teaching students academic, functional and adaptive skills, like communication, social interaction, and coping strategies, tailored to each student's needs as indicated the their Individualized Educ

Data Collection: Consistent and accurate data collection is a major part of the RBT’s role, enabling progress tracking and making adjustments to intervention strategies.

Collaboration/Communication with School Staff: School-based RBTs often work closely with other educators and support staff to integrate ABA techniques into the student's daily routine and support learning in a classroom setting. These teams will consistently promote a positive school culture and climate for all students and staff.

Train and Model for School Staff: RBTs in a district role may train or model ABA techniques for teachers, aides, and other staff to ensure they understand and correctly apply strategies outlined in each student’s Positive Behavior Support Plan. Modeling helps build capacity within the schools for ongoing behavioral support.

Assist in Crisis Intervention: District RBTs may be called on to assist with crisis situations where immediate behavioral intervention is needed. This includes implementing crisis prevention and intervention techniques to ensure student and staff safety.

Support Social and Adaptive Skill Development: In addition to managing challenging behaviors, district RBTs work to enhance students' social, communication, and adaptive skills. These skills are crucial for students' ability to succeed in classroom settings and navigate social interactions.

Maintain and Adhere to all State and Federal Laws: In performing their key responsibilities, District RBT’s will maintain student confidentiality and adhere to FERPA, IDEA, MARSE and all other state and federal laws regarding school employees. 

In addition to the above-stated Key Responsibilities, District RBTs may be assigned other duties by the administration and will demonstrate commitment to the pursuit of excellence across all duties. The above statements are intended to describe the general purpose and responsibilities assigned to this job and are not intended to represent an exhaustive list of all responsibilities, duties, and skills required.

EMPLOYMENT 

• Ten month, school year position. Approx. 6.75 hours per day, 5 days per week,  (specific hours to be set by employer) 
• Wages and benefits as defined by the ESP collective bargaining agreement Starting wage $19.00 

Full time (scheduled for 30 or more hours per week) are eligible for full medical, dental, vision, life and LTD benefits OR, if covered elsewhere, $7,500 cash-in-lieu of benefits  

FLSA Status: 

Non-exempt 

NONDISCRIMINATION AND EQUAL EMPLOYMENT OPPORTUNITY The Board of Education does not  discriminate on the basis of race, color, national origin, sex (including sexual orientation and gender identity),  disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or 

any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.