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
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Support general education classroom teachers by modeling best-practice strategies using crisis prevention interventions and techniques as they work with children in crisis.
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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.
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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.
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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.
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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.
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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.
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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.
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Participate in all required training required by Rock Hill School District.
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Support all school staff to identify community resources to offer “wrap-around” services for children in crisis.
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Collaborate with all school staff and administration to provide consistent behavior management techniques throughout the school day for each child in crisis.
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Work with classroom teachers to develop capacity in the effective use of crisis intervention techniques.
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Support classroom teachers through observing the child in the general education and/or ESE classroom.
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Support ESE teachers and ESE teacher assistants by modeling crisis prevention intervention techniques that offer redirection, lower anxiety, and reduce power struggles.
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Adhere to the ethical standards, established rules and regulations of Rock Hill Schools District/York 3 as well as the state of South Carolina.
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Assist school staff and administration with support for children in crisis at the assigned school.
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The employee must be trained in the Crisis Prevention Intervention (CPI) techniques that may require a two-person restraint.
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The position requires a collection of data on students, meeting deadlines with time constraints, and interacting with the public and staff.
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The employee is responsible for the safety and well-being of students in crisis. Must be able to meet demands from several people
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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.
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Other duties as assigned.
Knowledge, Skills, Abilities
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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.
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Ability to provide structured, supportive environments for students experiencing emotional or behavioral crises, promoting self-regulation, and successful reintegration into the classroom.
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Skilled in collecting, documenting, and analyzing behavioral data, including frequency, duration, intensity, interventions used, and outcomes, while meeting established timelines and accuracy standards.
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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.
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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.
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Familiarity with social-emotional learning frameworks and the ability to facilitate or support SEL activities aligned to student needs.
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Capacity to coach and build teacher effectiveness by modeling crisis intervention techniques, conducting classroom observations, and providing constructive feedback to strengthen classroom management practices.
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Ability to identify and connect families with community-based resources to ensure comprehensive wrap-around support for students in crisis.
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Strong interpersonal and communication skills to effectively interact with students, staff, families, and community partners while maintaining professionalism and confidentiality.
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Ability to manage multiple priorities, respond to urgent situations, and maintain composure in high-stress environments.
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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.
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Knowledge of and adherence to district, state, and ethical guidelines, policies, and procedures.
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Demonstrated organizational skills, attention to detail, and ability to meet deadlines in a fast-paced school environment.
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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 documents must be submitted with the application)
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Minimum employment requirements; at least 60 semester hours earned at an accredited institution of higher education; or an associate's degree (or higher); or a South Carolina approved state or local academic assessment that measures the paraprofessional's knowledge of and ability to assist in instruction at the appropriate level.
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Paraprofessionals may meet the assessment requirement by passing the Paraprofessional Assessment (ETS.org). 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
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Must have and maintain a valid Driver’s License or ability to provide own transportation
- Prior to beginning employment, negative TB test results must be provided
Physical Requirements/Work Conditions
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Regularly required to stand; walk; use hands and fingers to handle, or feel objects, tools, or controls; and talk or hear.
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Frequently required to reach with hands and arms and occasionally required to sit.
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Ability to sit or stand for extended periods of time.
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Frequent use of hands and fingers for typing, filing, and operating office equipment.
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Occasional lifting, carrying, or moving materials and supplies weighing up to 25 pounds.
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Visual acuity to read data, reports, and computer screens for prolonged periods.
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Hearing and speaking ability sufficient to communicate clearly in person, by phone, and during meetings.
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Mobility to move between workstations, offices, and athletic or school facilities as needed.
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Ability to bend, reach, and stoop in the performance of routine office tasks.
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Stamina to maintain focus and attention to detail while managing multiple tasks and deadlines.
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Tolerance for occasional exposure to varying temperatures or outdoor environments when assisting with athletic events or district activities.
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The noise level in the work environment is usually moderate.
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Frequent interruptions and immediate attention to unexpected situations are expected.
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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.
