Behavior Technician

TITLE: BEHAVIOR TECHNICIAN

TYPE: Non-Union Cycle II

SALARY: Per Terms of Employment for Non-Union Personnel, Cycle II

WORK SCHEDULE: Monday-Friday, 6 1 2 hours per day, School Year (180 days), may work up to two (2) additional days at Principal’s discretion

REPORTS TO: Building Principal

OBJECTIVE: The Behavior Technician assists with behavior intervention support across the school community through the consistent application of restorative practices, conflict resolution, and trauma-informed instructional strategies. This role provides direct support to students exhibiting social, emotional, or behavioral challenges, reinforcing positive behavior for academic success. The Behavior Technician collaborates with the teachers, counselors, staff, and administrators to implement behavior plans, de-escalation techniques, and proactive interventions.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

1. Assists in fostering a positive school culture in collaboration with the Student Support

Facilitator.

2. Supports the implementation of Restorative Justice practices, including restorative circles,

mediation, and conflict resolution strategies.

3. Builds and maintains positive relationships with students, staff, and families to support

student success.

4. Provides direct assistance to students struggling with school routines, structure, and

expectations.

5. Implements behavior support plans and assists students with developing positive coping

strategies.

6. Works with families to enhance their understanding of and participation in the restorative

process.

7. Assists teachers in classrooms to support self-regulation, classroom management, and

behavioral interventions.

8. Provides supervision in common areas, including the lunchroom, hallways, and student

support rooms.

9. Uses de-escalation techniques, mediation, and restorative practices to address behavioral

concerns.

10. Supports mediations in response to conflicts among students.

11. Assists with intake assessments for restorative conferences and circles, prepares

participants, contacts caregivers, facilitates discussions, and ensures follow-up on

agreements.

12. Assists students during emotional or behavioral crises, helping to de-escalate situations

using trauma-informed strategies.

13. Facilitates transitions to and from disciplinary alternative education placements.

14. Participates in training and professional development sessions to enhance intervention

strategies.

REQUIRED MINIMUM QUALIFICATIONS:

Education, Training, and Experience

1. Associate degree or equivalent experience.

2. Experience working with students in a school setting.

3. Experience in crisis intervention, restorative practices, and de-escalation techniques.

4. Strong understanding of trauma-informed practices and positive behavior interventions.

5. Training in CPI (Crisis Prevention Institute) or similar crisis intervention programs, or

willingness to obtain training.

Knowledge, Abilities, and Skills:

1. Conflict resolution and mediation skills.

2. Proficiency in de-escalation strategies.

3. Ability to collaborate effectively with staff, students, and families.

ADA and Minimum Qualifications to Perform Essential Job Functions

1. Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, adding machines, etc. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Must be able to stand, crouch and bend over for a long period of time at intervals throughout the day.

2. Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.

3. Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to

subordinates or assistants.

4. Language Ability: Requires the ability to read a variety of correspondence, reports, forms,

newsletters, schedules, manuals, invoices, requisitions, menus, recipes, journals, etc.

Requires the ability to prepare correspondence, reports, forms, evaluations, procedures,

charts, surveys, articles, bid specifications, brochures, news releases, handbooks, budgets,

etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction,

and style. Requires the ability to speak before groups of people with poise, voice control and

confidence.