Registered Behavior Technician

Position Summary

Sugar Creek Charter School (SCCS) is seeking a Certified Registered Behavior Technician (RBT) to provide direct behavioral and instructional support to students whose educational programs require intensive behavioral intervention.

The RBT works collaboratively with teachers, Exceptional Children (EC) staff, school administrators, families, and other service providers to implement individualized behavior support plans and strategies. The RBT supports students in developing the behavioral, social-emotional, communication, and functional skills necessary to access instruction and participate successfully in the school environment.

The RBT must maintain an active Registered Behavior Technician credential through the Behavior Analyst Certification Board (BACB) and perform RBT services within the appropriate supervision requirements and scope of practice.

Behavioral Support and Intervention

• Provide direct, individualized behavioral support to assigned students in classroom, small-group, and other school settings.
• Implement behavior intervention plans (BIPs), behavior support plans, and other individualized interventions as directed by the appropriate supervising professional and the student's educational team.
• Use evidence-based behavioral strategies to increase appropriate behaviors and decrease behaviors that interfere with learning, safety, or successful participation in school.
• Support students with transitions, classroom routines, communication, social interactions, self-regulation, and functional skills.
• Reinforce positive student behaviors consistently and in accordance with established plans.
• Follow approved crisis prevention, de-escalation, and safety procedures when students demonstrate behaviors that may present a safety concern.
• Maintain professional boundaries and use developmentally appropriate, respectful, and student-centered practices at all times.

Data Collection and Documentation

• Collect accurate and timely behavioral data using established data-collection systems.
• Document student responses to interventions, frequency and duration of identified behaviors, progress toward behavioral goals, and other required information.
• Maintain accurate records of services and interventions provided.
• Communicate relevant behavioral observations and data to the supervising professional and appropriate members of the student's educational team.
• Assist the team in identifying behavioral patterns and evaluating student response to established interventions without independently developing or modifying clinical treatment plans outside the RBT's scope of practice.

Instructional and Student Support

• Support students' access to classroom instruction while implementing assigned behavioral interventions.
• Work collaboratively with classroom teachers and EC staff to promote student independence rather than unnecessary adult dependence.
• Assist students with academic tasks, classroom participation, peer interactions, and school routines as appropriate.
• Support implementation of applicable accommodations, modifications, behavioral goals, and services identified in students' Individualized Education Programs (IEPs).
• Provide support across school environments, including classrooms, hallways, arrival/dismissal, cafeteria, electives, and other settings when required by student needs.

Collaboration and Professional Responsibilities

• Collaborate professionally with teachers, instructional assistants, EC staff, administrators, related-service providers, and other members of the student's support team.
• Participate in relevant team meetings, professional development, behavioral consultation, and supervision sessions.
• Accept and implement feedback from the supervising professional regarding behavioral practices and RBT performance.
• Maintain confidentiality of student and family information in accordance with FERPA, IDEA, school policy, and other applicable requirements.
• Immediately report significant behavioral incidents, safety concerns, suspected abuse or neglect, or other required concerns through established SCCS procedures.
• Maintain professional communication with students, families, colleagues, and school leadership.
• Perform other student-support responsibilities assigned by the EC Director, Principal, or other designated administrator that are consistent with the position.

• High school diploma or equivalent; associate's or bachelor's degree in education, psychology, behavioral science,…