Registered Behavior Technician Lead - District-Wide

Job DescriptionJob Title: Registered Behavior Technician Lead FLSA Exemption Status: Non-Exempt Classification Group: Staff Support Supervising Position: Board Certified Behavior Analyst or designee Pay Plan: Educational Support Personnel Pay Range: Range 15 Last Updated: 02/26/2024 Pay Information Benefits InformationJOB SUMMARY: Under the supervision of the assigned feeder's Board Certified Behavior Analyst (BCBA), coach, monitor, and train districtwide Registered Behavior Technicians (RBTs) on implementation of behavior plans.
Track and monitor all RBT and Crisis Prevention Intervention (CPI) certifications.
Maintain and update all information related to RBT supervision hours that are pertinent to the BCBA Board.
Regularly provide reports and RBT status updates to the assigned feeder BCBA, Behavior Analytics Program Liaison, and Director of Special Education Mental Health.ESSENTIAL DUTIES AND RESPONSIBILITIES: The subsequent duties outline the fundamental operations of the position and exemplify the nature of the tasks carried out.
They do not encompass a comprehensive inventory of the obligations and responsibilities fulfilled in this role.
The approximation of frequencies and time allocation percentages are flexible and subject to the requirements of the organization.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Job Task Descriptions Frequency Percentage of Time 1.
Under the supervision of the assigned feeder's BCBA, review all behavior plans that has been developed for assigned students and train RBTs on implementing these behavior plans.
Daily 20% 2.
Train RBTs on progress monitoring, graphing, and data collection for functional behavior assessments and behavior plans.
Daily 20% 3.
Provide professional development and in-service training for RBTs and maintain documentation of all training, coaching, and consultation sessions.
Daily 20% 4.
Onboard all RBTs and provide coaching and consultation on process, procedures, and special populations programming pertinent to behavior plan implementation.
Daily 10% 5.
Keep documentation of all district RBTs' CPI training and regularly update the supervising feeder BCBA, Behavior Analytics Program Liaison, and Director of Special Education Mental Health on status of certifications.
Daily 10% 6. rack all information around RBT certification and provide supervising feeder BCBA, Behavior Analytics Program Liaison, and Director of Special Education Mental Health with status on all RBT certifications.
Daily 10% 7.
Systemically evaluate the needs of district RBTs and regularly provide this feedback to the feeder BCBA, Behavior Analytics Program Liaison, and Director of Special Education Mental Health.
Daily 5% 13.
Perform other duties as assigned or requested.
Daily 5% TOTAL 100% REPORTING RELATIONSHIPS: This job has no direct supervisory responsibilities.MINIMUM QUALIFICATIONS: The minimum prerequisites of formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other criteria that a candidate must fulfill to be considered for a position.
It is essential that certifications, licenses, endorsements, designations, and trainings are fulfilled, valid, and not expired.
Criminal background check and fingerprinting required Bachelor's degree Two (2) years of professional work experience with special needs children in a paid program or licensed special education teaching experience Ability to adhere to the professional ethical standards and guidelines of the Behavior Analyst Certification Board Ability to promote and follow the Board of Education policies, District policies, and building and department procedures, protocols, and guidelines Registered Behavior Technician® (RBT®) certification Colorado driver's license Mandatory biennial Crisis Prevention Intervention (CPI) training provided by the District Medication administration training provided by the District as needed Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc.
Basic knowledge of Microsoft Office Basic knowledge of student instructional equipment including computers, adaptive equipment, augmentative communication devices, and other related equipment Basic organizational skills Intermediate critical thinking and problem-solving skills Intermediate verbal and written communication skills Intermediate interpersonal relations skills Ability to work alone and collaboratively with others Ability to train and teach other employees to develop behavior data forms and Behavior Intervention Plans Ability to implement behavior modification techniques Ability to diffuse and manage volatile and stressful situations Ability to work one-on-one and in small groups with students Ability to stay abreast of strategies for students with ASD and special education curriculum Ability to maintain Registered Behavior Technician® (RBT®) certification Ability to maintain confidentiality in all aspects of the jobPHYSICAL REQUIREMENTS AND WORKING CONDITIONS: The physical demands, mental functions, cognitive capacities, and work environment factors required to perform a position's essential functions.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Medium work strength level (lifting or carrying 50 pounds) Primarily works indoors Typically a moderate noise level Work location is subject to change to meet the requirements of the organization Frequent standing and walking Frequent bending, reaching, and climbing Frequent lifting, pulling, and pushing Squatting Overhead work Speaking and hearing Close, distance, color, and peripheral vision Visual concentration, depth perception, and ability to adjust focus Eye/hand coordination May be required to perform physical restraint May work outdoors when monitoring student activities May included crisis situations Frequent need for behavior modification and intervention Normal classroom environment Normal school district environmentDESIRED QUALIFICATIONS: Formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other qualifications relevant to the position that are strongly preferred but not mandatory for a candidate to be considered.
Experience working in the public sector Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement Associate's degree Experience working in a school district or educational setting.
Experience working with children and adolescents with developmental needs and social emotional difficulties Experience with implementing research-based methodologies (i.e.
Applied Behavior Analysis (ABA), Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH), Positive Behavior Intervention Supports (PBIS), etc.)
Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds CPR/First Aid certification Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement Ability to work in a transdisciplinary model