Tier 3 Process Assistant Jobs in Pleasant Prairie, WI

BARRINGTON COMMUNITY UNIT SCHOOL DISTRICT 220

BARRINGTON, ILLINOIS 60010

JOB DESCRIPTION

TITLE: REGISTERED BEHAVIOR TECHNICIAN (RBT)
Building Behavior Support

QUALIFICATIONS & REQUIREMENTS:

Required:

• High school diploma or equivalent required; Associate's or Bachelor's degree in education, psychology, behavior analysis, or related field preferred
• Active Registered Behavior Technician (RBT) certification or willingness to obtain
• Experience working with children or adolescents in school or youth settings
• Demonstrated ability to implement behavior strategies and interventions with fidelity
• Ability to collect accurate behavioral data and maintain detailed documentation
• Willingness to participate in Crisis Prevention Intervention (CPI) training and engage in de-escalation and physical management when necessary
• Strong communication, collaboration, and problem-solving skills
• Ability to remain calm, patient, and composed in high-stress situations

Preferred:

• Experience in school-based MTSS frameworks
• Training in Applied Behavior Analysis (ABA)
• Experience supporting Tier 1 universal systems and preventative practices
• Familiarity with restorative practices and trauma-informed approaches
• Experience supporting the generalization of behavioral and social-emotional skills across settings

POSITION OVERVIEW: 
The Registered Behavior Technician (RBT) serves as the building-level behavioral implementation specialist within a Multi-Tiered System of Supports (MTSS) framework.

This position provides consistent, proactive behavioral support across classrooms and common areas while ensuring fidelity of intervention plans for students requiring targeted or intensive support. The RBT supports both general education and special education students and works to promote consistency, structure, and positive behavioral practices throughout the building.

Under the supervision of a Board Certified Behavior Analyst (BCBA) and in partnership with building administration, the RBT:

• Supports the implementation of existing Tier 1 behavior systems under BCBA direction.
• Supports consistent implementation of Tier 2 and Tier 3 intervention plans
• Promotes generalization of behavioral and social-emotional skills
• Assists staff in maintaining structured, predictable environments

This role requires a calm, authoritative presence, strong follow-through, and the ability to support both students and staff during challenging situations. The RBT serves as a visible, reliable behavioral support resource within the building.

This is a classified, non-certificated position.

REPORTS TO: 
Building Principal or designee for administrative supervision and evaluation; supervising Board Certified Behavior Analyst (BCBA) for clinical supervision.

ESSENTIAL DUTIES & RESPONSIBILITIES:

Tier 1 Universal Behavior Systems Support

• Support implementation and consistency of schoolwide behavior expectations and MTSS frameworks
• Reinforce proactive, preventative behavior practices across classrooms, hallways, and common areas
• Model structured routines, transitions, and engagement strategies that maximize instructional time
• Provides modeling of BCBA-approved strategies for classroom staff
• Support universal social-emotional instruction or small-group skill development as assigned
• Promote consistency of behavioral language and expectations throughout the building

Tier 2 & Tier 3 Behavioral Intervention Implementation

• Implement behavior support plans and intervention strategies developed by the BCBA and school-based teams
• Ensure fidelity of intervention implementation across staff and settings
• Support teams in maintaining structured, consistent responses to student behaviors
• Assist in prevention, de-escalation, and problem-solving during behavioral challenges
• Promote the development and generalization of replacement behaviors and self-regulation skills
• Provide direct support to students demonstrating significant behavioral or emotional dysregulation

Generalization & Capacity Building

• Support generalization of behavioral and social-emotional skills across classrooms, common areas, and school routines
• Collaborate with staff to ensure strategies are consistently applied throughout the student's day
• Reports observations and data to the team to assist the BCBA in identifying environmental adjustments
• Reinforce skill carryover between intervention settings and natural school environments

Data Collection & Continuous Improvement

• Collect, record, and maintain accurate behavioral data in accordance with established plans
• Assists with data entry and reporting of building-level trends for BCBA review
• Share data with BCBA, administrators, and teams to inform problem-solving and intervention adjustments
• Collaborate with teachers, related service providers, and administrators to align supports with student needs

Professional Responsibilities & Leadership Presence

• Maintain confidentiality and adhere to FERPA and district guidelines
• Follow BACB ethical standards and maintain an active RBT certification
• Participate in required BCBA supervision, training, and professional learning
• Demonstrate professionalism, reliability, and consistent follow-through
• Maintain a calm, composed, and solution-oriented demeanor when supporting students and staff
• Build positive, respectful relationships with students, staff, and families
• Perform other duties as assigned, consistent with the scope of the role

SUPERVISION

This position receives direct and ongoing supervision, coaching, and oversight from a Board Certified Behavior Analyst (BCBA) in accordance with Behavior Analyst Certification Board (BACB) requirements.

PHYSICAL & WORK ENVIRONMENT REQUIREMENTS

• Work is performed throughout the school building, including classrooms, hallways, common areas, and outdoor school environments
• Requires continuous movement, standing, walking, and active engagement throughout the school day
• Involves frequent direct support of students experiencing behavioral or emotional dysregulation
• Requires the ability to respond quickly to escalating situations and ensure safety for students and staff
• May involve supporting students who engage in behaviors such as hitting, kicking, biting, scratching, throwing objects, property destruction, elopement, or other unsafe behaviors
• Requires participation in CPI-aligned de-escalation and physical management techniques, used only as a last resort and in accordance with district training and procedures
• Requires maintaining composure, patience, and professional demeanor during high-stress situations
• May require assisting with student mobility and safety needs
• Requires stamina and emotional resilience to provide consistent behavioral support throughout the instructional day

TERMS OF EMPLOYMENT:  (Completed by Office of Human Resources)

02/2026