Behavioral Support Assistant

The Behavior Support Assistant provides direct behavioral social-emotional and mental health support to students experiencing behavioral challenges that interfere with academic and social success. The position supports implementation of evidence-based interventions strengthens student connectedness promotes positive school climate and serves as a key member of the districts Behavior Support Team. Through proactive intervention relationship-building data collection and collaboration with staff and families the Behavior Support Assistant helps reduce behavioral incidents decrease school removals improve attendance and increase access to instruction for students with behavioral and emotional needs.

• Assists teachers and school staff with the implementation of positive behavior supports classroom management strategies and behavioral interventions designed to improve student outcomes and reduce behavioral disruptions.
• Works directly with students to support social-emotional behavioral and mental health needs; addresses and improves aggressive withdrawn disruptive or other inappropriate but correctable behaviors at school. This may include correcting redirecting de-escalation processing responding to student elopement or other unsafe behaviors and implementing approved crisis response procedures including restraint when necessary and in accordance with district policy.
• Collaborates with behavior specialists counselors social workers psychologists teachers administrators and other school personnel to design implement and monitor positive behavior interventions and support plans.
• Assists behavior specialists and school teams with identifying behavioral triggers collecting observational data conducting classroom observations and supporting the development implementation and monitoring of Behavior Intervention Plans (BIPs) behavior contracts reinforcement systems and other individualized interventions.
• Provides proactive behavioral interventions and supports that serve as alternatives to exclusionary discipline practices including in-school suspension out-of-school suspension and classroom removals.
• Promotes a supportive nurturing inclusive and flexible learning environment. This includes but is not limited to:
• Constantly monitoring the safety and social-emotional well-being of students.
• Encouraging resilience self-regulation problem-solving and positive self-esteem.
• Assisting students with developing social skills and increasing independence.
• Monitoring and recording student behavior and intervention effectiveness.
• Helping maintain discipline and encouraging positive behavioral choices.
• Assisting with crisis prevention de-escalation and conflict resolution.
• Performing classroom observations and collecting behavioral data.
• Providing individual small-group lunch groups restorative circles and social-emotional learning sessions to support student needs.
• Serves as a consistent point of connection for students by building positive relationships increasing student engagement and supporting school attendance and connectedness.
• Models effective behavioral interventions classroom management techniques restorative practices and de-escalation strategies for teachers and support staff to promote consistency across settings and increase staff capacity.
• Participates in problem-solving MTSS IEP manifestation determination reentry threat assessment restorative practices and other student support meetings as assigned.
• Coordinates with staff and communicates student progress concerns and successes with parents guardians and school personnel as appropriate.
• Collaborates with families community agencies and mental health providers to support continuity of services and student success.
• Maintains documentation and progress monitoring related to student behavior interventions behavior contracts behavior plans attendance concerns communication logs and other required records while adhering to all confidentiality requirements.
• Participates in district and school-based professional learning aligned to behavior support trauma-informed practices restorative practices social-emotional learning crisis prevention and other topics designed to improve student outcomes.
• Contributes to a positive collaborative work environment by demonstrating professionalism flexibility and a student-centered approach in all interactions.
• Performs other related duties as assigned.

Reports directly to the Principal. Functional supervision coaching and support are provided by the districts Behavior Liaison behavior specialists counselors psychologists and other Student Support Services personnel.

• Must have a two year degree or 48 semester credit hours
• Clear Criminal background check and references required

Knowledge Skills and Abilities

Ability to maintain confidentiality of student information.

Ability to follow detailed written and oral instructions.

Working knowledge of effective methods of dealing with children.

Working knowledge of the core subjects at the assigned grade level.

Ability to establish and maintain effective working relationships as necessitated by work assignments.

Ability to communicate clearly and concisely both orally and in writing; ability to communicate with school personnel students and parents while complying with the confidentiality requirements in local state and federal policies and statutes.

Physical ability (able to exert up to 20 pounds of force occasionally) and dexterity to perform the duties and responsibilities of the job.

Must obtain and maintain CPI (Crisis Prevention Institute) certification or other district-approved crisis intervention certification. Must participate in ongoing training related to behavior support restorative practices trauma-informed care threat assessment autism and other relevant topics.

Required Experience:

Junior IC