Behavior Support Assistant

Position Type:
Exceptional Children/Special Education

Date Posted:
5/7/2026

Location:
District wide

Date Available:
08/13/2026

Closing Date:
Until Filled
ASHEVILLE CITY SCHOOLS JOB DESCRIPTION

JOB TITLE: Behavior Support Assistant
LOCATION: Asheville Middle School
CONTACT : View email address on click.appcast.io

GENERAL STATEMENT OF JOB:

The Behavior Support Assistant, under the guidance and leadership of the Behavior Support Liaison, assists in implementing each child's Individual Education Program (IEP) goals and objectives, more specifically, students' behavior goals, and Behavior Intervention Plans (BIP). Assist in planning, preparing, and administering the practice of evidence-based interventions and social skill activities/lessons in a proactive manner. Providing behavior support to students using de-escalation strategies (CPI) as needed to help stabilize students experiencing escalated/disruptive behaviors. Conduct small group/individual social/emotional lessons with students on the behavior support caseload as assigned by the Behavior Support Specialist.

SPECIFIC DUTIES AND RESPONSIBILITIES:

Provide direct support to staff by introducing and modeling research/evidence-based interventions.


Works with the student(s) on academic tasks to support the instructional plan of the teacher.

Coordinate with the Behavior Support Liaison and school staff to implement social/emotional curriculum.

Coordinate with Behavior Support Liaison and Behavior Support Staff to develop intervention and crisis/safety plans.

Moves among all schools in Asheville City Schools, based on caseload.


Provide and document interventions to stabilize students experiencing acute behaviors.


Establishes as fully as possible a supportive, positive relationship with the student(s) without fostering or encouraging dependence or intense emotional involvement.

Maintains confidentiality in matters pertaining to the student(s) and the classes in which they are assigned.

Comply with all safety policies, practices, and procedures; report all unsafe activities to the supervisor.

Other duties assigned by the Executive Director of Exceptional Children's Program

KNOWLEDGE, SKILLS, AND ABILITIES:

Participates in Individual Education Program/Behavior Intervention Plan meetings.

Receives training and in-service pertinent to the job function.

Experience with evidence-based instructional strategies and the ability to implement them effectively.

Ability to perform on-the-spot data collection digitally and/or in paper form.

Ability to follow written and oral directions.

Ability to remain calm in various situations.

Ability to accept differences in people.

Ability to follow a schedule.

MINIMUM TRAINING AND EXPERIENCE:

Graduation from high school with a preference for specialized training and a two or four-year college degree (or 48 hours of college credit), experience in education, or such alternatives to these as may be found appropriate.

Minimum of two years' experience in the support of "at-risk" and/or "behaviorally challenged" students.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift mail and boxes up to 10 lbs. Must be able to sit at a computer for extended periods of time. Physical demand requirements are for Light Work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar or divergent from obvious standards) of data, people, or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments, or directions to subordinates or assistants.

Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using a prescribed format.

Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.

Verbal Aptitude: Requires the ability to record and deliver information, explain procedures, and follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.

Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately when using a keyboard.

Manual Dexterity: Must have minimal levels of eye/hand/foot coordination.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under minimal levels of stress.