Behavioral Support Assistant

Person County Schools

Southern Middle School - Roxboro, North Carolina This job is also posted in North Carolina School Jobs, and Person County School District NC

Job Details

Job ID:

5919699

Application Deadline:

Posted until filled

Posted:

Yesterday

Starting Date:

Immediately

Job Description

Job title

Behavioral Support Assistant

Reports to

Principal

Terms of Employment

Hourly

Salary

State Salary Schedule Grade 56

FLSA Status

Non-Exempt

FUNDING / TERM OF POSITION

This position is grant funded through the end of the 2026-2027 school year. Continuation of the position beyond the 2026-2027 school year is contingent upon the availability of grant funding.

POSITION PURPOSE

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 district's 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.

ESSENTIAL JOB FUNCTIONS

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with students to support social-emotional, behavioral, and mental health needs; addresses and improves aggressive, withdrawn, disruptive, or other inappropriate but correctable behaviors at school.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.

SUPERVISION

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

MINIMUM TRAINING AND EXPERIENCE

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.

Approved by:

Personnel Office

Reviewed:

9/9/2026

Employee Signature:

Position Type:

Full-Time

Job Requirements

Citizenship, residency or work visa required