The Behavior Assistant will provide extended classroom support and follow up for students who receive special services; monitor and model evidence/research based behavior intervention strategies based on recommendations by the special education teacher or behavior specialist/psychologist; help with data collection and analysis, communicate with special education teacher and/or behavior specialist regarding further needs, and ensure that behavior interventions will be practiced with fidelity. The Behavior Assistant will be a resource for equitable opportunities for students with challenging behaviors; maintain the interventions with existing supports in the school and will streamline the shift of responsibility to the school staff. All work is performed under the direction and supervision of the classroom teacher, however, the aide may independently carry out particular aspects of the instructional program which include activities outside of the normal school facility.

• Develops and maintains pleasant and orderly classroom environment (e.g., maintain instructional materials, design bulletin boards, assist special education teacher and/or students in clean up activities, etc.);
• Assists students in completion of learning tasks assigned by classroom teachers;
• Carries out instructional plans as designated by the classroom teacher and if appropriate the student's Individual Educational Plan (IEP);
• Under supervision of classroom teacher and/or building principal, assists in maintenance of students' records;
• Monitor student’s attendance, behavioral and suspension data;
• Performs such clerical duties as typing, filing, and duplicating at direction of classroom teacher;
• Provide direct support to staff by introducing and modeling research/evidence based interventions;
• Provide direct support to students by teaching and modeling research/evidence based interventions and curriculum;
• Coordinate with Behavior Specialists and school staff to implement behavior curriculum;
• Provide transition plans and support for students moving from one educational setting to another;
• Coordinate with Behavior Specialists and school staff to develop effective intervention plans;
• Coordinate with Behavior Specialists and school staff to develop crisis/safety plans;
• Provide interventions to enable students to remain in school and/or help stabilize ;
• Supervises students in lunchroom or during lunch period;
• Supervises students during free time and other non-instructional periods as directed by classroom teacher;
• Behavior Support Assistant will maintain a notebook that will be monitored by the special education teacher and Behavior Specialists. It will contain the following: Weekly behavior logs to include observations and collected data; Behavior Intervention Plans (BIP’s) with progress notes; Social Skills lesson plans; Incident reports and office referrals; Log of communication with school staff, family, and outside agencies;
• Performs other duties as assigned by classroom teacher or principal.

Ability to develop and maintain an empathetic attitude toward disabled students; willing to learn specialized instructional/management techniques employed with disabled students; ability to communicate and develop effective working relationships with students, parents, and staff; must be high school graduate or hold equivalence of a high school diploma and be willing to seek and maintain CPR certification.

High school diploma or more education. Possession of an equivalent combination of training and experience which provides the required knowledge, skills, and abilities for the position.

Duties performed typically in school settings to include: classroom, gym, cafeteria, auditorium and recreational areas. Frequent walking, standing, light lifting, up to 40 pounds, and other physical activities are required. Occasional travel with students on field trips may be necessary. Occasional movement of students by wheelchairs and other mechanical devices may be required. Occasional lifting of equipment such as audio-visuals weighing up to 50 pounds may be required. Occasional attendance to parent conferences, building-level meetings and division wide meetings and training activities beyond normal assigned hours is necessary. Daily personal close contact with children to provide classroom management and learning environment support is required. Regular contact with other staff members, parents and medical professional may be required. Contacts with community and division-level staff may require considerable tact and diplomacy. Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Job responsibilities include both inside and outside duties. Flexibility and patience are required. Must be self-motivated and able to complete job assignment. After hour work may be required. Must be able to work under stressful conditions. Knowledge of universal hygiene precautions. May be subject to physical and emotional outbursts by students, including such behaviors as hitting, kicking, spitting, scratching and biting. Dexterity of hands and fingers assist/restrain students and to operate specialized equipment or office equipment. Sitting or standing for extended periods of time. Bending at the waist, kneeling or crouching to assist students. Seeing to read a variety of materials and monitor student activities. Hearing and speaking to exchange information. Reaching overhead, above the shoulders and horizontally. Lifting or moving children from wheelchair to tables or desks.

Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities.