East Bay Innovation Academy

Registered Behavior Technician (RBT)

Grades 6-8 | East Bay Innovation Academy

About East Bay Innovation Academy

East Bay Innovation Academy (EBIA) is a public charter school in Oakland, CA serving students in grades 6-8. Our mission is to prepare a diverse group of students to succeed in college and to become thoughtful, engaged citizens who are leaders and innovators in a 21st-century global world. Through personalization, project-based learning, and the integration of technology, EBIA engages students in meaningful work that develops the competencies necessary for success in college, career, and civic life.

Our collaborative, interdisciplinary model reflects the rich racial, cultural, and socio-economic diversity of Oakland. We serve a vibrant student body that is approximately 40% Hispanic/Latino, 27% Black, 16% White, and 8% Two or More Races. Our commitment to equity is central to our work: approximately 25% of our students are individuals with disabilities, and our student body reflects the rich linguistic diversity of Oakland, with a substantial portion of our community identifying as Multilingual Learners.

Position Overview

The Registered Behavior Technician (RBT) provides direct behavioral, social-emotional, and academic support to students under the direction of school leadership, special education staff, and/or a qualified behavior supervisor. The RBT works directly with students to implement individualized behavior support plans, reinforce positive behaviors, increase student independence, and help students successfully access the school environment.

This position requires a patient, flexible, student-centered professional who is able to build strong relationships with students while maintaining clear, consistent expectations and professional boundaries.
Key Responsibilities
    •    Provide direct 1:1 and small-group behavioral support to assigned students throughout the school day.
    •    Implement Behavior Intervention Plans (BIPs), Individualized Education Programs (IEPs), 504 Plans, and other student support plans as directed.
    •    Use evidence-based behavioral strategies to increase positive behaviors, independence, self-regulation, communication, and engagement.
    •    Support students during academic classes, transitions, lunch, recess, arrival, dismissal, and other school activities as assigned.
    •    Reinforce appropriate replacement behaviors and help students develop strategies for managing frustration, conflict, transitions, and challenging situations.
    •    Collect accurate and objective behavioral data and maintain documentation as required.
    •    Monitor student progress and communicate relevant observations to the appropriate special education, behavioral, and administrative staff.
    •    Follow established protocols for responding to behavioral escalation and student safety concerns.
    •    Support de-escalation and crisis prevention using approved school and behavioral practices.
    •    Maintain student confidentiality and comply with FERPA and all applicable school policies.
    •    Collaborate professionally with teachers, education specialists, counselors, administrators, families, and outside service providers as appropriate.
    •    Assist students in developing greater independence rather than creating unnecessary reliance on adult support.
    •    Encourage students to participate fully in the general education environment whenever appropriate.
    •    Maintain professional boundaries with students and families.
    •    Participate in required meetings, training, supervision, and professional development.
    •    Assist with other student support and schoolwide responsibilities as assigned.
Qualifications
    •    High school diploma or equivalent required; associate's or bachelor's degree in psychology, education, child development, behavioral science, or a related field preferred.
    •    Registered Behavior Technician (RBT) credential or willingness to obtain one.
    •    Experience working with middle school-aged students, students with disabilities, and/or students with significant behavioral or social-emotional needs strongly preferred.
    •    Knowledge of positive behavior intervention, applied behavior analysis, de-escalation, and trauma-informed practices preferred.
    •    Ability to collect and document behavioral data accurately.
    •    Strong communication, organization, and problem-solving skills.
    •    Ability to remain calm, consistent, and professional during challenging student behaviors.
    •    Ability to accept feedback, follow behavioral protocols with fidelity, and work collaboratively as part of a multidisciplinary team.

We will begin reviewing applications for this position starting August 19, 2026.