Job Title: Behavior Reset Lab Educational Paraprofessional (Behavioral & Restorative Support) (RBT Highly Preferred)

Reports to: Building Principal

Contract Length: 192 work days

Exempt/Nonexempt: Nonexempt

Department: Student Services

 

Reynoldsburg City Schools is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. At Reynoldsburg, our educators embody the principles outlined in Our Portrait of an Educator, inspiring students to innovate, collaborate, and excel. For more information, visit https://www.reyn.org/about-rcs/mission-vision-values.

 

Primary Job Function:

The Reynoldsburg City Schools Behavior Reset Lab Educational Paraprofessional provides structured behavioral, restorative, instructional, and supervisory support to students utilizing the Behavior Reset Lab, including students with and without Individualized Education Programs (IEPs).

Focusing on restorative re-entry and emotional regulation, this role utilizes reflection templates, goal-setting worksheets, and de-escalation protocols to guide students through processing behavioral challenges before they transition back to their primary classrooms.

Under the direction of licensed staff—including certificated teachers, intervention specialists, administrators, and related service personnel—this position implements behavior supports, reinforces school-wide expectations, supports IEP accommodations, and executes established Behavior Intervention Plans (BIPs). The paraprofessional assists with student supervision, academic progress, behavioral monitoring, restorative reflection, and documentation while maintaining a safe, calm, and supportive reset environment. This role assists with documentation and communication, but does not independently design, modify, or determine behavioral or instructional interventions.

 

Minimum Qualifications:

• High School diploma or equivalent.
• Valid State of Ohio Educational Aide Permit.
• Valid ESEA (Highly Qualified) credential, demonstrated by fulfilling one of the following criteria within 60 days of hire or transfer:
• Associate Degree or higher.
• Minimum of 48 semester hours of college coursework.
• Passing score on the Pearson Foundations of Classroom Support assessment (NT517).
• Successful completion of BCI & FBI criminal background checks as required by Ohio law.

Preferred Qualifications:

• Experience supporting students with behavioral, social-emotional, or special education needs.
• Experience implementing restorative practices, reflection tools, or alternative learning environments.
• Current certification in a state-approved crisis management system (e.g., CPI, Safety-Care, PCM).
• Registered Behavior Technician (RBT) certification.

Essential Duties and Responsibilities:

Behavior Reset Lab & Restorative Re-Entry Responsibilities

• Provides continuous, structured supervision in a safe, low-stimulation, and supportive environment designed for student regulation and reset.
• Facilitates student reflection using structured reflection templates to help students process incidents, identify emotional triggers, and evaluate choices.
• Guides students through goal-setting worksheets to establish actionable strategies, coping mechanisms, and behavior commitments prior to classroom return.
• Executes structured de-escalation protocols to assist students in returning to a baseline state of emotional regulation.
• Collaborates with classroom teachers to coordinate smooth, restorative re-entry plans, ensuring the student and receiving teacher are prepared for a successful transition back to instruction.
• Explains Reset Lab goals, expectations, and restorative principles in an age-appropriate, encouraging manner.
• Maintains accurate daily logs, attendance records, usage data, and behavioral documentation.

Instructional Support & Academic Coordination

• Assists teachers and administrators in coordinating and supervising academic work for students assigned to the Behavior Reset Lab.
• Supports students in completing classroom assignments provided by certificated staff during their reset period.
• Serves as a liaison between classroom teachers and students by obtaining, distributing, and returning academic assignments promptly.
• Provides additional structured academic or skill-building activities as directed by licensed staff when core assignments are completed.
• Ensures instructional materials, technology, and learning supplies are available and maintained within the space.

Behavioral Intervention & Student Support

• Implements proactive behavior supports and approved Behavior Intervention Plans (BIPs) under the direction of licensed staff.
• Uses trauma-informed strategies, positive reinforcement, verbal redirection, and evidence-based de-escalation protocols.
• Collects and documents quantitative and qualitative behavioral data as directed by intervention specialists or behavioral teams.
• Maintains a calm, neutral, and professional demeanor during dysregulated or challenging student behaviors.
• Employs district-approved nonviolent crisis intervention techniques only as necessary to ensure student and staff safety.
• Supports student development of self-awareness, accountability, and problem-solving skills.

Professional Conduct & Communication

• Maintains professionalism, punctuality, and reliability.
• Protects student confidentiality in compliance with FERPA and applicable privacy laws.
• Communicates proactively with administrators, teachers, support staff, and multi-disciplinary teams regarding student readiness for re-entry.
• Performs other duties as assigned.

Knowledge, Skills, and Abilities

Knowledge of:

• Principles of restorative practices, trauma-informed care, and social-emotional learning frameworks.
• De-escalation protocols and behavior modification strategies.
• Basic academic content, school disciplinary procedures, and confidentiality requirements.

Skilled in:

• Guiding students through reflection templates, goal-setting processes, and self-regulation exercises.
• Verbal de-escalation and positive behavioral redirection.
• Accurate, objective observation and behavioral data documentation.
• Effective verbal and written communication with students, staff, and administration.

Ability to:

• Create a welcoming, restorative, and calm environment conducive to behavioral reset.
• Assist students in successfully transitioning back to the classroom environment after a behavior incident.
• Follow established behavior plans and staff directives consistently.
• Respond calmly and effectively in high-stress situations.
• Build trusting, positive working relationships with students and colleagues.

Physical Demands & Working Conditions:

• Physical Demands: While performing the duties of this job, the employee is regularly required to communicate with others. The employee must be able to sit, stand, or transition from the floor rapidly and move around for extended periods. The employee must be able to push, pull, lift, and carry over 25 pounds regularly, and up to 50 pounds on occasion.
• Working Conditions: Exposure to blood, bodily fluids, and tissue is expected. The employee will frequently interact with children exhibiting dysregulated, unruly, or aggressive behaviors and must work in high-sensory environments (loud noises, bright lights).
• Driving Requirement: This position may require driving.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions in keeping with law.

 

This job description is subject to change and in no manner states or implies that these are the only duties and responsibilities to be performed by the employee. The employee will be required to follow the instructions and perform the duties required by the employee’s supervisor and/or appointing authority.