Paraprofessional, Behavior Support

Job Title: Paraprofessional, Behavior Support

Pay Program: Support Staff, Non-Exempt

Pay Range: $18.73 - $20.87 (
* Pending board approval)

Work Year: Student Contact Days (175 Days / 7 Hours)

Reports to: Building Leader

Direct Reports: None

Operating under the direction of the Building Leader, this position provides direct support to students experiencing behavioral and/or social‑emotional challenges to promote their full participation in the school environment. This position implements individual behavior plans with fidelity, reinforces pro‑social and replacement behaviors, supports de‑escalation, assists in crisis response, and ensures safe supervision in a variety of school settings. The position also collects behavior data, supports the development of MTSS‑aligned goals, and collaborates closely with special educators, behavior specialists, counselors, and administrators to support consistent and effective behavior interventions across the building.

To perform this job successfully, an individual must be able to perform each essential responsibility satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Frequency of responsibility, percent of time and work year may vary based on department or building assignment.

Behavior and Trauma Support

• Provide direct support to individual students or small groups experiencing behavioral or trauma‑related challenges.
• Reinforce behavior skills and coach students in safe, appropriate, and pro‑social behaviors.
• Implement behavior intervention plans, replacement behaviors, and safety plans as directed.
• Support students during behavioral escalations using approved de‑escalation strategies and assist with recovery and reintegration.
• Apply district‑approved restraint and seclusion protocols, as required, in accordance with training and district policy.

Student Supervision and Safety

• Supervise students across school environments, including classrooms, hallways, lunch, recess, arrival/dismissal, and designated support spaces.
• Reinforce school‑wide behavior expectations and discipline practices.
• Promote safe interactions and positive peer engagement.

Behavior Data and Skill Support

• Collect, record, and summarize data on observable student behavior using district‑approved tools.
• Assist with information gathering for functional behavior assessments and intervention planning.
• Document interventions and track progress toward MTSS‑aligned goals.
• Share relevant data and observations with appropriate staff to support plan adjustments.
• Support student skill development outlined in behavior or intervention plans.

Collaboration and Communication

• Communicate regularly with special educators, behavior specialists, counselors, and administrators regarding student progress and needs.
• Participate in behavior support, planning, and MTSS meetings as assigned.
• Support consistent implementation of behavior interventions across settings and staff.

Other Duties

• Additional tasks, duties, and responsibilities may be assigned as needed/requested.

• High school diploma or equivalent required
• Associate's degree, completion of at least 48 semester hours of college coursework, or a passing score on the Work Keys assessment (or other approved assessment) required for Title I schools
• Two years of experience working with children and/or students required
• Prior experience working with behaviorally‑challenged children preferred
• Bilingual (English/Spanish) language skills required when assigned to a bilingual program

• Criminal background check required for hire
• Must be able to lift 35 pounds. Lift test required at time of hire
• Quality Behavior Solutions certification (QBS) must be obtained within 60 days of hire
• CPR, First Aid preferred or receive within 90 days of employment

• Knowledge of behavior intervention strategies and positive behavior support frameworks.
• Knowledge of Individual Behavior Intervention Plans…