Registered Behavioral Technician; RBT), Tointon Academy of Pre-Engineering

Overview

Position Type
:
Special Education - Non-licensed/Behavior Specialist

Location
:
Tointon Academy of Pre-Engineering

Date Posted
:
January 20, 2026

Closing Date
:
Until Filled

Registered Behavior Technician
, Tointon Academy of Pre-Engineering

Classification
:
Non-Exempt

Date Posted
:
January 20, 2026

Salary
: $22.98 per hour plus benefits / Range 23 (Additional salary credit may be given for internal transfers and recent Greeley-Evans School District 6 rehires, up to $36.84 per hour plus benefits)

Contract Length/Days
:  / 182 Days)

Benefits
:
We offer a comprehensive benefits package including medical, dental, vision and life insurance as well as other programs for benefit-eligible employees. The employee assistance program, voluntary life insurance through PERA, and 401(k), 403(b) & 457(b) plans are available to all employees regardless of hours worked and are available immediately (upon hire date). To learn more about our benefits, please see our Benefits Overview.

Paid Leave
:
Depending on your position, the District offers a variety of leave options, including sick leave, discretionary leave, vacation and paid holidays. More information about leave options available to Classified employees can be found in the Board of Education Policy Manual.

Reports to
:
Assistant Director of Special Education

Deadline for application
:
Until filled

Education/Experience

Required
:
Bachelor s Degree or 40-hour training for the RBT Credential

Preferred
: CPI training

Summary/Objective
:
The Classified Registered Behavior Technician is an individual specially trained in applied behavior techniques that will complement the credentials of the Behavior Consultant (BCBA), and/or Clinical Psychologist, or Assistant Director of Special Education as an entry-level position that reflects the education and training necessary for the duties of a behavior technician.

A Registered Behavior Technician is a paraprofessional, teacher or practitioner who practices under the close, ongoing supervision of a Board-Certified Behavior Analyst (BCBA). The RBT is primarily responsible for the direct implementation of behavior-analytic services, but does not design intervention or assessment plans.

School based RBT provide direct intervention support to students identified for a behavior intervention plan by a school team and working with the District Level Supervisor. RBT s carry out the day to day modeling and coaching for teams working with students to ensure fidelity in the implementation of an behavior intervention plan.

• May provide advanced coaching and modeling with regard to more individualized behavioral techniques for school staff and student on behavior and/or intervention plans.
• May create supporting/ guiding/prompting instructional materials, visuals, and resources for students.
• Model and coach how to provide individualized support to the identified student in the form of direct intervention and instruction.
• Assist with design and delivery of the introductory level of interventions and structures (e.g. visual schedules, work systems, basic reinforcement).
• May attend meetings (e.g., planning, IEP, team) and act with professionalism and collaboration.
• Model professionalism and collaboration with stakeholders. Model rapport building with student and positive reinforcing environment.
• Collaborate and consult with school team and other specialists.
• Demonstrate competency with research-based interventions, including but not limited to Applied Behavior Analysis (e.g., antecedent interventions, reinforcement techniques).
• May teach Professional Development courses.
• Obtain and maintain Crisis Prevention Institute (CPI) certification. Implement de-escalation strategies in accordance with CPI.
• May perform duties designated by the supervisor that will be based on training, experience and competence.
• Perform other related duties as assigned or requested.
• Collect student data in collaboration with specialist (e.g., ABC data, frequency data, and preference assessments).
• Implement skill-acquisition and behavior-reduction plans developed by the supervisor (does not design intervention or assessment plans).
• Provide modeling, coaching,…