Registered Behavior Technician; RBT; SY

Registered Behavior Technician (RBT)  SY)

• Position Type:
  Specialized Learning/Para educator-Registered Behavior Technician (RBT)
• Date Posted: 6/30/2026
• Location:
  
  Cranbury Elementary School

SCHOOL YEAR

Cranbury Elementary School

Under the direct supervision of the special education teacher and the clinical supervision of the Board‑Certified Behavior Analyst (BCBA), the RBT Para educator works with students, individually or in small groups, to implement individually designed interventions and behavior protocols to assist students in mastering Individualized Education Program (IEP) goals.

• Assist in the implementation of the Norwalk Board of Education and administrative policies, rules, regulations, and directives
• Follow Norwalk school policy to ensure student safety
• Follow Department of Specialized Learning's oral or written directions to assist in the implementation of IEP goals
• Applies ABA principles consistently in interactions with students
• Assist students with disabilities to participate in general education and/or special education classrooms
• May assist in providing interventions, across settings, school, community, home, vocationally-related job site, etc., as written in the student's IEP
• Collect and record data as per the schedule of the student's Behavior Intervention Plan, IEP, or independence plan for the specific student(s)
• Enter data into electronic data collection system required by the Department of Specialized Learning
• Assist in reviewing data for progress monitoring and assist with reporting trends to the Department of Specialized Learning
• Assist in reviewing and sharing data reports and student progress monitoring data for instruction and behavior in a format provided by the Department of Specialized Learning
• Implement toilet schedules or feeding programs as written in student's IEP
• Assist and facilitate student interaction with peers during classroom instruction, recess, co‑curricular and non‑instructional activities as written in student's IEP
• Document the level of prompting to ensure the student's access to curriculum and instruction
• Implement the following in consultation with Department of Specialized Learning: discrete trial training, behavioral contracts, plans for generalization, response cost procedures, select reinforcers, use of contingent or non‑contingent breaks, design token economy and point systems, use planned ignoring or extinction tactics, use systematic attention and approval tactics, provide opportunities for practice of social skill individually and with typical peer models, use positive practice and self‑correction tactics, provide opportunities to maintain self‑directed behavior, use and selects prompt levels, use group contingencies, implement plans to decrease externalizing, self‑injurious, stereotypy or escape behaviors
• Record student progress using observational data collection and standardized assessments under the direction of the Department of Specialized Learning with training provided by the department
• May participate in related service sessions to assist in the generalization of the skills throughout the school day as written in student's IEP or at the direction of the special education supervisor
• May implement the student(s) Behavior intervention plan, IEP or independence plan across settings including during recess, breaks, emergency drills, assemblies, on school buses or public transportation for field trips by facilitating and encouraging interaction with peers as written in student's IEP
• May participate in Planning and Placement Team meetings as requested by the team or parent
• Assist and support students to use computers, iPads or other media to access curriculum
• Assist and support students to develop independent living skills including hygiene, transportation, self‑management, food preparation and/or feeding
• Maintain respect at all times for confidential information and report any concerns or requests directly to the Department of Specialized Learning and/or Principal

• Ability to communicate ideas and directives clearly and effectively, both orally and in writing
• Effective, active listening skills…