Behavior Modification Technician, Title I/EOY (26-27)

Young World Physical Education; Charlotte (NC); On-site; USD 40,000 - 50,000; Full time

Job summary

A local school district seeks a Behavior Modification Technician to support students' academic and social success. The role involves developing individual behavior plans, advocating for students, and tracking their progress, all under the supervision of school officials. Candidates should have a high school diploma, experience with behaviorally complex children, and effective communication skills. This full-time position in Charlotte offers a significant opportunity to make an impact in students' lives.

Qualifications

• High school diploma required.
• Two years of related college coursework or specialized trainings required.
• One year of experience in a mental health program, preferably with behaviorally complex children.

Responsibilities

• Implement behavior management programs to support students academically and socially.
• Advocate for students through individual/group therapy sessions.
• Document and evaluate student behavior and academic progress.

Skills

Crisis intervention techniques

Behavior management principles

Microsoft Office and Google Workspace

Building rapport with students

Data collection and analysis

Education

High school diploma

Bachelor’s degree in Social Services field (preferred)

Active Nonviolent Crisis Intervention (NCI) Certification (preferred)

Job description

Behavior Modification Technician, Title I/EOY (26-27)

Charlotte-Mecklenburg Schools – Charlotte, North Carolina

Job Details

Job ID: 5619938

Application Deadline: May 02, 2026 4:59 AM (UTC)

Posted: Apr 01, 2026 12:00 AM (UTC)

Starting Date: Immediately

Job Description

This is an end of year position, funded through Title 1 for the 26-27 SY.

The behavior modification technician, under general supervision, performs support work with minimal decision‑making discretion related to the implementation of behavior management programs to ensure the safety, well‑being, and educational success of students and works as a team member to increase the social, behavioral, and academic skills needed for success. The employee carries out school‑based work to implement Board of Education policies under the direction of the principal.

Salary/Status

Hourly NC 09/ Full‑time, 10 months

Reports To

Principal

Place of Work

The normal place of work is on the premises used by Charlotte‑Mecklenburg Schools. The district reserves the right to require work at other locations as reasonably necessary.

Essential Functions

• Adhere to all state, federal, and local laws, policies, and procedures.
• Advocate for students by providing one‑on‑one and group therapy sessions, assessing student needs, creating individual behavior plans, setting personal goals, and conducting weekly follow‑ups with students and other school‑based supports as needed.
• Observe, document, and maintain data on student behavior, attendance, and academic progress; evaluate student information and make recommendations as needed.
• Establish rapport and working relationships with students, staff, parents, and community agencies to promote the best possible outcome for the student in the shortest possible timeframe.
• Serve as a liaison between the student, parents, CMS non‑traditional programs/schools, regular CMS schools, community agencies, and other educational programs; assist students, parents, staff, and agencies in understanding CMS policies, procedures, and guidelines.
• Implement behavior management programs that enable students to acquire social and interpersonal behaviors that enhance academic success; assist teachers and administrators in developing current behavior management strategies.
• Assist with day‑to‑day discipline, discuss student concerns with appropriate school staff and community agencies, coordinate parent activities, and respond to requests for assistance and information.
• Provide close supervision to students who have committed CMS code of conduct violations or law violations and have been assigned to an alternative setting.
• Provide immediate practical assistance to students to increase necessary social, behavioral, and academic skills needed for success in home and school settings.
• Implement social skill/character education curriculum; provide individual and group instruction on appropriate social skills and behaviors; proactively monitor behavior by observing and interacting with students.
• Maintain an accurate log of student progress, behavior, and social skill development.
• Assist in identifying students who need programs provided by community‑based human services agencies.
• Respond to calls for assistance from staff and students (both crisis and routine); diffuse and de‑escalate potentially volatile situations.
• Address the needs of EC students appropriately and in accordance with Individual Education Plans (IEPs).
• Attend and participate in all staff meetings, team meetings, and relevant in‑service sessions.
• Perform related work as assigned or required.

Knowledge, Skills, Abilities

• Knowledge of federal, state, and local regulatory requirements.
• Knowledge of county and school board policies, procedures, and standards.
• Knowledge of crisis intervention techniques and behavior management principles.
• Skilled in de‑escalation.
• Skilled in computers and software, including Microsoft Office and Google Workspace.
• Ability to develop and implement effective individual/group behavior management plans.
• Ability to collect and summarize data to document student progress by observing and charting behaviors and measuring the duration and frequency of inappropriate behavior.
• Ability to provide support to faculty in managing students, including controlling aggressive behavior when necessary.
• Ability to establish and maintain cooperative working relationships.
• Ability to maintain confidentiality.
• Ability to work with adolescents and families.
• Ability to effectively explain the school system’s disciplinary policies and procedures.
• Ability to analyze problems, identify alternative solutions, project consequences of proposed actions, and implement recommendations in support of current goals.

Education and Experience

• High school diploma required.
• Additional specialized trainings/certifications or two (2) years of related college coursework required.
• One (1) year of experience in a mental health or human service program, preferably working with behaviorally complex children.
• Bachelor’s degree in Social Services field preferred.
• Active Nonviolent Crisis Intervention (NCI) Certification preferred.
• Equivalent combination of education and experience.