Behavior Management Assistant Day Treatment

General Definition of Work

The job of the Behavior Management Assistant is done for the purpose of supporting students in crisis at each school assigned providing redirection de-escalation and other crisis prevention intervention techniques to reduce student outrage on an individual or group approach. The Behavior Management Assistant assists and teaches each child they work with to self-regulate their emotions reduce their anxiety and return to their general education classroom. The Behavior Management Assistant will implement social-emotional learning activities collect relevant data/documentation to assist school staff to support each child in crisis.

Qualifications

To perform this job successfully an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge skill and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

Salary/Status

Support 2 185 days/ 7 hours per day

Reports To

Director of Behavioral Services

Place of Work

The normal place of work is on the premises used by Rock Hill Schools. Rock Hill Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time.

Essential Functions

• Support general education classroom teachers by modeling best-practice strategies using crisis prevention interventions and techniques as they work with children in crisis.
• Support students in crisis exhibiting a lack of self-regulation in the regular classroom by providing a safe quiet space with an opportunity to work through the immediate issues involving anxiety anger and fears in order to return to their classroom.
• Collect data on all student visits including frequency duration and intensity of crisis and specific interventions utilized as well as the outcome of each intervention.
• Consult and share data on students in crisis with principals general education teachers ESE staff as well as District office support staff as well as MTSS team members.
• Support the students going through the MTSS process to offer check-in/check-out with students that may exhibit inappropriate behaviors lack of social skills to start and end their day with positive and nurturing approaches.
• The Behavior Management Assistant will develop and manage a caseload focused on implementing proactive evidence-based interventions designed to reduce behavioral disruptions in the classroom and across the school environment.
• Support the school counselor mental health service providers teaching staff and administration to provide social-emotional learning activities to meet the needs of the student in crisis.
• Participate in all required training required by Rock Hill School District.
• Support all school staff to identify community resources to offer wrap-around services for children in crisis.
• Collaborate with all school staff and administration to provide consistent behavior management techniques throughout the school day for each child in crisis.
• Work with classroom teachers to develop capacity in the effective use of crisis intervention techniques.
• Support classroom teachers through observing the child in the general education and/or ESE classroom.
• Support ESE teachers and ESE teacher assistants by modeling crisis prevention intervention techniques that offer redirection lower anxiety and reduce power struggles.
• Adhere to the ethical standards established rules and regulations of Rock Hill Schools District/York 3 as well as the state of South Carolina.
• Assist school staff and administration with support for children in crisis at the assigned school.
• The employee must be trained in the Crisis Prevention Intervention (CPI) techniques that may require a two-person restraint.
• The position requires a collection of data on students meeting deadlines with time constraints and interacting with the public and staff.
• The employee is responsible for the safety and well-being of students in crisis. Must be able to meet demands from several people
• Extensive experience supporting students with behavioral concerns including those impacted by adverse childhood experiences (ACEs) trauma and chronic stress with the ability to implement trauma-informed practices that promote emotional regulation and positive behavioral outcomes.
• Other duties as assigned.

Knowledge Skills Abilities

• Demonstrated expertise in crisis prevention and intervention strategies including the ability to model research-based de-escalation techniques redirection strategies and methods that reduce anxiety and power struggles in both general education and ESE settings.
• Ability to provide structured supportive environments for students experiencing emotional or behavioral crises promoting self-regulation and successful reintegration into the classroom.
• Skilled in collecting documenting and analyzing behavioral data including frequency duration intensity interventions used and outcomes while meeting established timelines and accuracy standards.
• Experience collaborating with principals general education teachers ESE staff MTSS team members school counselors mental health providers and district personnel to review data and develop coordinated intervention plans.
• Knowledge of Multi-Tiered System of Supports (MTSS) processes and the implementation of check-in/check-out systems to improve student behavior engagement and social skills.
• Familiarity with social-emotional learning frameworks and the ability to facilitate or support SEL activities aligned to student needs.
• Capacity to coach and build teacher effectiveness by modeling crisis intervention techniques conducting classroom observations and providing constructive feedback to strengthen classroom management practices.
• Ability to identify and connect families with community-based resources to ensure comprehensive wrap-around support for students in crisis.
• Strong interpersonal and communication skills to effectively interact with students staff families and community partners while maintaining professionalism and confidentiality.
• Ability to manage multiple priorities respond to urgent situations and maintain composure in high-stress environments.
• Commitment to student safety and well-being including the ability to complete required training in Crisis Prevention Intervention (CPI) which may include the safe implementation of two-person restraints.
• Knowledge of and adherence to district state and ethical guidelines policies and procedures.
• Demonstrated organizational skills attention to detail and ability to meet deadlines in a fast-paced school environment.
• Flexibility and willingness to perform additional duties as assigned to support school operations and student success.

Education and Experience

Prior to employment paraprofessionals requirements must be met with the requirements listed below. (Paraprofessional documentsmust besubmittedwiththe application)

• Minimum employment requirements; at least 60 semester hours earned at an accredited institution of higher education; or an associates degree (or higher); or a South Carolina approved state or local academic assessment that measures the paraprofessionals knowledge of and ability to assist in instruction at the appropriate level.

• Paraprofessionals may meet the assessment requirement by passing the Paraprofessional Assessment (). The minimum passing score on this test is 456. After August 31 2026 the ParaPro assessment is discontinued and replaced by the Para Pathways assessment.

Special Requirements

• Must have and maintain a valid Drivers License or ability to provide own transportation
• Prior to beginning employment negative TB test results must be provided

Physical Requirements/Work Conditions

• Regularly required to stand; walk; use hands and fingers to handle or feel objects tools or controls; and talk or hear.
• Frequently required to reach with hands and arms and occasionally required to sit.
• Ability to sit or stand for extended periods of time.
• Frequent use of hands and fingers for typing filing and operating office equipment.
• Occasional lifting carrying or moving materials and supplies weighing up to 25 pounds.
• Visual acuity to read data reports and computer screens for prolonged periods.
• Hearing and speaking ability sufficient to communicate clearly in person by phone and during meetings.
• Mobility to move between workstations offices and athletic or school facilities as needed.
• Ability to bend reach and stoop in the performance of routine office tasks.
• Stamina to maintain focus and attention to detail while managing multiple tasks and deadlines.
• Tolerance for occasional exposure to varying temperatures or outdoor environments when assisting with athletic events or district activities.
• The noise level in the work environment is usually moderate.
• Frequent interruptions and immediate attention to unexpected situations are expected.
• May work near moving mechanical equipment and occasionally work near or with toxic or caustic chemicals such as petroleum products degreasers and sprays.

Application Requirements

Applicants must submit official transcripts three professional references with at least one supervisory references and a copy of the appropriate credentials as part of the application process.

Pre-Onboarding Requirements

As a condition of employment and prior to onboarding the district will conduct a criminal history background check. The recommended candidate will be required to provide personal information necessary to complete the background check such as date of birth gender and race to remain in compliance with applicable laws and regulations.

Disclaimer

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties responsibilities and qualifications required of employees in this job. Job description is sourced from employee interviews internal documents representative job descriptions in similar districts and other state/federal agencies.

Rock Hill Schools provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race color religion age sex national origin disability status genetics protected veteran status sexual orientation gender identity or expression or any other characteristic protected by federal state or local laws. This policy applies to all terms and conditions of employment including recruiting hiring placement promotion termination layoff recall transfer leaves of absence compensation and training.

Required Experience:

Junior IC