The primary role of RBTs is to assist general education classroom teachers in assessing and enhancing classroom management strategies to ensure that students behave responsibly and remain academically engaged. Assessment and Planning ● Assess Classroom Management: ○ RBTs will evaluate the current classroom management practices and identify areas of need. This involves observing the classroom environment, student behavior, and the effectiveness of existing strategies. ● Develop a Management Plan: ○ Based on the assessment, RBTs will use evidence-based classroom management practices to create a tailored plan. This plan is designed for implementation by the teacher and classroom staff, with ongoing support from the RBT. Implementation and Support ● Support the Teacher and Staff: ○ RBTs will work closely with teachers and classroom staff to implement the management plan. This includes providing guidance, modeling strategies, and offering feedback to ensure implementation fidelity. ● Build Capacity: ○ The ultimate goal of the RBT is to empower teachers and classroom staff to manage classroom behaviors independently. RBTs focus on building the capacity of the classroom teacher to sustain effective behavior management practices long-term. Boundaries of the Role ● Not Assigned to Special Education Classrooms: ○ RBTs are not to be assigned to special education classrooms. Their role is to support general education teachers in improving classroom management across various settings. ● Not to Serve as 1:1 Aides: ○ RBTs are not intended to function as 1:1 aides for individual students. However, in instances where one or two students cause significant disruptions, it may be necessary for the RBT to temporarily focus on stabilizing these behaviors. This focused attention is appropriate when it benefits overall classroom management by restoring order. Once the environment is stabilized, the RBT should shift focus back to supporting the entire class.
