Behavioral Health Technician

Position Summary

The Behavioral Health Technician contributes to safe, supportive, and inclusive PreK–12 learning environments by assisting students with significant behavioral, social-emotional, and academic needs. Under the direction of an assigned supervisor, the position implements and models evidence-based therapeutic, behavioral, and instructional supports across school and program settings. The Behavioral Health Technician works as part of an interdisciplinary team to assist with student skills development, crisis stabilization, de-escalation, and staff consultation. Assignments may include ongoing support at a specific school or program, or temporary itinerant deployment to address acute behavioral health needs districtwide.

Essential Performance Responsibilities

Incumbents may perform any combination of the essential performance responsibilities listed below.

1. Actively participates in team, school, and district initiatives by fostering collaboration, shared problem-solving, and a culture of mutual respect. Contributes ideas, supports colleagues, and advances common goals.
2. Demonstrates commitment to continuous learning by seeking feedback, pursuing professional growth opportunities, and applying new knowledge and skills to improve performance and service.
3. Provides high-quality, values-aligned service to internal and external customers by responding with accuracy, efficiency, and empathy. Maintains a positive, solutions-oriented approach in all interactions.
4. Identifies opportunities for improvement and contributes to process innovation by recommending or implementing changes that enhance efficiency, service, or outcomes. Demonstrates openness to new ideas and approaches.
5. Trains educators and support staff in trauma- and stress-informed de-escalation and student support strategies aligned with district goals and legal requirements.
6. Develops, delivers, and updates curriculum, training modules, and materials for the Behavioral Health Coaching & Training Academy.
7. Provides coaching, mentoring, and consultation to staff on behavioral health principles, classroom management, and culturally responsive support strategies.
8. Observes classroom and program environments, provides feedback, and models effective practices to strengthen staff capacity.
9. Supports districtwide implementation of behavior intervention strategies and preventative practices promoting student safety and success.
10. Assists in developing and implementing student-specific safety plans in collaboration with school and district staff.
11. Provides direct support to the district’s Rapid Response Team during acute behavioral health situations.
12. Participates in multidisciplinary teams, including STAT and SIRC, ensuring communication of relevant information.
13. Collaborates with Safety and Risk Management and Student Services regarding incidents involving staff injuries related to student behavior.
14. Facilitates New Employee Orientation sessions in partnership with Human Resources.
15. Maintains educational resources, training records, coaching data, reports, and required documentation.
16. Reviews, interprets, and applies federal, state, and local laws and policies related to behavior management and training requirements.
17. Monitors documentation submitted to the district’s Restraint and Seclusion Portal for accuracy and compliance.
18. Performs other duties related to the position, as assigned.

Knowledge, Skills, and Abilities

1. Knowledge of organizational policies and procedures, and the ability to learn and apply district-specific standards.
2. Knowledge of trauma-informed practices, including Adverse Childhood Experiences (ACEs), Protective and Compensatory Experiences (PACEs), and their impact on student development, regulation, and behavior.
3. Knowledge of restorative practices, relational approaches, and community-repair strategies that support student accountability and self-regulation.
4. Knowledge of special education laws, policies, and procedures, including Free Appropriate Public Education (FAPE), the Individuals with Disabilities Education Act (IDEA), and their application in school settings.
5. Knowledge of Individualized Education Plans (IEPs), special education eligibility categories, and behavior-related supports.
6. Knowledge of Positive Behavioral Interventions and Supports (PBIS).
7. Knowledge of Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP), including development, implementation, and progress monitoring.
8. Knowledge of evidence-based therapeutic interventions and skills-training methods for students with significant behavioral or mental health needs.
9. Knowledge of student supervision, classroom management, physical intervention, and restraint procedures used in settings serving students with moderate to severe disabilities or behavioral health challenges.
10. Knowledge of district safety procedures, safety planning, crisis response, and de-escalation protocols.
11. Strong oral and written communication skills appropriate to the responsibilities of the role.
12. Skill in using common technology tools—including email, productivity applications, digital communication platforms, and district systems—with the ability to learn new tools as needed.
13. Skill in implementing evidence-based behavioral, therapeutic, and instructional interventions with fidelity.
14. Skill in maintaining composure, emotional regulation, and problem-solving capacity during student escalations or crisis situations.
15. Skill in collecting, organizing, and accurately documenting behavioral, academic, and therapeutic data.
16. Skill in using de-escalation, conflict-resolution, and crisis-intervention strategies.
17. Skill in modeling positive behavioral-support practices and trauma-informed strategies for school staff.
18. Skill in collaborating effectively as part of interdisciplinary teams, including educators, counselors, specialists, and external service providers.
19. Skill in adapting interventions to meet diverse and changing behavioral health needs in dynamic school environments.
20. Ability to build and maintain positive, productive, and culturally responsive relationships with students, staff, families, and community partners.
21. Ability to provide timely, accurate, courteous, and empathetic service that reflects district core values.
22. Ability to exercise sound judgment, maintain confidentiality, and navigate sensitive situations with professionalism, discretion, and integrity.
23. Ability to work effectively under deadlines, interruptions, and changing or competing priorities.
24. Ability to use technology effectively for communication, organization, and completion of work tasks, including district platforms such as Google Workspace and Microsoft Office 365.
25. Ability to assess, de-escalate, and problem-solve challenging situations quickly and effectively.
26. Ability to interpret and implement Individualized Education Plans (IEPs) and Behavior Intervention Plans (BIPs).
27. Ability to follow district safety procedures, including participation in physical interventions when required.
28. Ability to sustain physical stamina, movement, situational awareness, and responsiveness in active school environments.
29. Ability to develop rapport with students while maintaining therapeutic, behavioral, and professional boundaries.
30. Ability to consistently apply trauma-informed and culturally responsive practices when working with students and families.

Minimum Qualifications

Any combination of training, experience, and/or education may be considered in meeting these position requirements.

Education

High school diploma or equivalent required and supplemented by college-level coursework or vocational training in special education principles, behavioral health, and/or procedures related to basic physical/medical needs.

Experience

A minimum of three (3) years of experience as a special education instructional assistant or comparable position requiring direct support to teachers, students, and/or families.

Licenses, Certifications, and Other Requirements

1. Possession of a valid US driver’s license and availability of private transportation (mileage reimbursement provided)
2. Possession of, or ability to obtain, first aid/CPR certification.
3. Possession of, or ability to obtain, Youth Mental Health First Aid trainer certification.
4. Possession of, or ability to obtain Mandt System®, Crisis Prevention Institute® (CPI), and Ukeru System© instructor certifications.

Working Conditions

Physical Demands

1. Constantly (more than 5.6 hours or 69% of the day): Finger Dexterity, Hearing, Repetitive Motion, Sitting
2. Frequently (Between 2.6 hours and 5.5 hours or 33% to 68% of the day): Color Vision, Multi-limb Coordination, Standing, Walking
3. Occasionally (Up to 2.5 hours or 32% of the day): Balancing, Carrying/Lifting, Crouching/Kneeling, Pulling/Pushing, Reaching,
4. Rarely: (Less than 1 hour or 12% of the day): Climbing, Crawling

Work Type/Physical Demands

Medium work: Exerting 20-50 pounds of force occasionally, and/or 10-25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.

Mental and Psychological Demands

High: Work frequently requires complex decision-making, rapid prioritization, and adaptability within a fast-paced school or district environment. The role may involve managing emotionally charged or sensitive situations with students, families, staff, or external stakeholders. Stress levels can be heightened by urgent or overlapping deadlines, high-impact decisions, crisis-response responsibilities, or competing expectations from multiple school sites or departments. Regular extended concentration is required to complete detailed work, respond to time-critical issues, or support programs with broad community visibility.

Working Environment

High risk and significant discomfort: Work may occur in field-based, security, maintenance, transportation, or behavior-intensive environments with elevated safety risks and unpredictable situations. Employees may encounter aggressive behaviors, outdoor exposure to weather, emergencies, or unsafe facility conditions. Situations may involve loud noise, bodily fluids, or crisis response, requiring heightened situational awareness and adherence to safety procedures.

EEO Statement

Salem-Keizer Public School is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, age, disability, or sex, including pregnancy, sexual orientation, and gender identity and other characteristics protected by law. Reasonable accommodations may be made to enable individuals with disabilities to perform essential duties.

Representative Duties

This job description is intended to accurately reflect the duties, responsibilities, and requirements of the position. It is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with the position. The district reserves the right to modify, add, or remove duties and assign other duties as necessary.

Revision Date(s):

08/01/2025 – Created, transition from Behavioral Intervention Trainer