Behavior Health Assistant; BHA)

• Position Type:
  Paraeducators & Instructional Assistants/ Behavior Health Assistant (BHA)
• Date Posted: 10/13/2026
• Date Available:
  
  11/02/2026
• Closing Date: 10/22/2026

Please note that this posting closes at 3:00 pm on the date listed above.

If you have questions regarding this position, please contact Ave Neria, principal, at  or email aneria

To perform this job successfully, an individual must be able to perform each essential function satisfactorily, with or without reasonable accommodations. The requirements listed below are representative of the knowledge, skills, training, education, responsibilities, abilities; the machines, tools and equipment used; background; and any licenses or certifications required. Physical, punctual, reliable, and predictable regular attendance is an essential job function.

The Behavior Health Assistant (BHA) works closely with administrators, school social workers, school psychologists, and the school Student Support Team (SST) to track and support general education students in receiving access to the general curriculum. The primary purpose of this position is to deliver targeted, non-clinical behavioral support, assist with de-escalation, and track behavioral progress within multi-tiered systems of support.

• Behavior Monitoring & Tracking
  • Track behaviors of general education students who have been identified by the SST using district data tools.
  • Collect required behavioral data (e.g., frequency, duration, ABC data) and share with the SST team as needed.
  • Track student behavioral contracts for completion, required signatures, and goal progress.
• Direct Student Support & Intervention
  • Work with targeted general education students (identified by the SST) who exhibit significant behavioral and/or emotional problems; services provided by a BHA are non-clinical and may not be written into Individualized Education Programs (IEPs).
  • Work with identified students to promote positive behaviors, assist with emotion regulation, and help decrease or de-escalate negative behaviors.
  • Check on students in their classrooms or other learning areas to help them avoid potential problems, reinforce positive behavior, and support transition periods.
  • Provide direct behavioral support by prompting, redirecting, encouraging, and reinforcing positive behavior using trauma-informed and positive behavior intervention strategies.
  • Provide support for targeted students in transitional or less structured environments (e.g., hallways, lunchroom, assemblies, library, and recess).
  • Assist and support students in crisis as directed by BHA supervisor(s) and using district-approved de-escalation protocols.
  • Assist students in practicing trauma-informed self-regulation strategies (e.g., sensory breaks, calm-down area strategies) under certified supervision.

Note:

This standalone section explicitly outlines strict program boundaries established in district policy and May 2026 guidelines to protect clinical roles, ensure regulatory compliance, and prevent scope creep.

To maintain compliance with federal, state, and district guidelines, a BHA shall not
:

• Provide direct academic instruction in general education or special education classrooms.
• Serve as a parent liaison or communicate directly with parents via call or email (beyond a brief check-in regarding daily progress as directed by BHA supervisors).
• Provide clinical services or one-to-one/group counseling that fall under the scope of licensed social workers, school psychologists, or teachers.
• Provide general school supervision in the form of regular playground, cafeteria, or bus duty on a permanent basis or as part of a permanent rotation.
• Perform administrative or secretarial duties, or serve as a member of a special education team.
• Conduct formal observations or complete special education evaluation tools (e.g.,  Blue data sheets ).
• Engage in any clinical mental health therapy or discussions.
• Supervise in-school suspension.

• Other duties as assigned.

• Basic Educational Skills
  :
  Basic reading, writing, and math skills.
• Student Interaction
  :
  Ability to interact positively with students and assist them in a variety of behavioral situations that may arise.
• Behavioral Frameworks
  :
  Basic understanding of Multi-Tiered Systems of Support (MTSS), Positive Behavioral Interventions and Supports (PBIS), and trauma-informed practices.
• Data & Digital Proficiency
  :
  Proficiency with basic digital…