District Behavior Technician

Salem School District; San Jacinto (CA); On-site; USD 50,000 - 70,000; Full time

Job summary

A supportive educational organization is seeking a highly skilled Crisis Intervention Technician. This role involves stabilizing severe behavioral challenges across school sites, providing intensive support, and training staff on effective interventions. Candidates should have a Bachelor's Degree in a related field and experience in handling aggressive behaviors. The position requires resilience and adaptability within a fast-paced educational environment. The organization offers the opportunity to make a significant impact on student well-being and safety.

Qualifications

• Must currently hold or be willing to obtain advanced certification in a crisis intervention program.
• Minimum of 3–5 years working with students exhibiting severe aggressive behaviors.

Responsibilities

• Deploy to manage severe behavioral challenges at district sites.
• Provide training and coaching to staff on behavior plans.
• Deliver ABA-based instruction and SEL supports.
• Assist in data collection for functional assessments.

Skills

Resilience

Instructional Coaching

Mobile Adaptability

Clinical Insight

Education

Bachelor's Degree in Special Education, Psychology, or related field

Job description

Position Type: Support Staff/Specialized Behavioral Support

Contract: Non-Bargaining (District-Wide)

Location: District-Wide

Job Summary

Salem School District is seeking a highly skilled, resilient, and flexible Crisis Intervention Technician. This is a district-level position designed for a "rapid response" expert who stabilizes the most significant behavioral challenges across all school sites. The primary objective of this role is to provide intensive, temporary 1:1 or 2:1 support and to train building-level staff to sustain long-term implementation. You are a "coach-to-fade" expert, ensuring that once a situation is stabilized, the local team is fully equipped to continue the work.

• Crisis Stabilization: Deploy immediately to any district site to manage severe behavioral challenges, ensuring the safety of students and staff while de-escalating high-intensity situations, as directed by the Director of Student Services.
• Staff Training & "Coach-to-Fade": Model intensive interventions for building-level paraprofessionals and teachers. Provide active, "in-the-moment" coaching and feedback until the site-based team can implement the behavior plan independently and with high fidelity.
• Versatile Behavioral Support: Deliver a broad range of supports, including ABA-based instruction for students with Autism and Social-Emotional Learning (SEL) supports for students with significant trauma or mental health needs.
• Program Support: When not on a specific crisis assignment, provide supplemental behavioral expertise and support to the district's specialized self-contained programs, as directed by the Director of Student Services.
• Data & Documentation: Assist in the initial data collection during stabilization to help BCBAs and building teams refine Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs).
• District Leadership: Participate in district-wide safety committees and assist in the instruction of crisis intervention protocols (CPI) for other staff.

Required Qualifications & Credentials

• Education: Bachelor's Degree in Special Education, Psychology, Applied Behavior Analysis, or a related field is highly preferred.
• Crisis Certification: Must currently hold or be willing to obtain advanced certification in a district-approved crisis intervention program (CPI).
• Experience: * Minimum of 3–5 years of experience working with students exhibiting severe aggressive or self-injurious behaviors.
  • Proven experience in a "training-the-trainer" or coaching capacity.

Knowledge, Skills, and Abilities

• Exceptional Resilience: The ability to remain calm, professional, and clinical in highly stressful or physically taxing environments.
• Instructional Coaching: Skill in breaking down complex behavioral protocols into teachable steps for classroom staff.
• Mobile Adaptability: Ability to move between different school cultures and grade levels (K-12) seamlessly while maintaining district standards.
• Clinical Insight: Deep understanding of the functions of behavior and the ability to "read a room" to prevent escalation before it occurs.