Behavior Support Technician- 4 positions (SY26/27)

Behavior Support TechnicianSituated on the shores of Lake Michigan and just north of Chicago, Evanston/Skokie School District 65 is a pre-K through 8th grade public school district serving approximately 6,500 students from the City of Evanston and a small neighboring section of the Village of Skokie. The district represents a wide range of ethnic, economic, racial, and cultural backgrounds and serves a community that not only supports but truly embraces public education. District 65 focuses on educating the "whole child" and is deeply committed to social and emotional learning as well as fostering a safe and supportive school climate for our students.School Summary Rice Children's Center is a student-centered learning environment that celebrates diversity and cultural humility. We define cultural humility as continuous learning that entails self-awareness and inquiry into one's own identity and biases, while actively seeking input from diverse perspectives. This requires an openness to different viewpoints, while addressing the power dynamics within a social structure. At Rice, students are encouraged to explore their creative potential, and achieve academic standards, using District 65 general education curriculums, intervention practices, and a comprehensive social emotional learning program. Our emphasis on collaboration and teamwork ensures that our culturally diverse students not only excel individually but also thrive in a collective learning environment. This includes the valued incorporation of all stakeholders.Position Summary Reporting to the Principal, the Behavior Support Technician (BST) provides behavioral, social-emotional, and co-regulation support to students with identified special education needs in a self-contained classroom. The BST supports students with intensive needs by providing behavioral interventions and crisis response services.This role also supervises students during non-classroom activities, monitors and documents behavior, shares information with appropriate school staff, and assists with data collection as needed.The BST is accountable for the following:Implements and monitors Behavior Intervention Plans (BIPs), safety plans, and restorative plans, providing intensive support to students with chronic behavioral or emotional challenges. Uses trauma-informed practices to support emotional regulation, conflict resolution, peer mediation, and student re-entry.Responds to calls for assistance and provides support across all school settings to regulate, relate to, and reason with students. Assists with de-escalation, crisis management, implementation of district-approved protocols, safety assessments, incident documentation, ensuring equity throughout all practices.Collaborates with the school's social-emotional team and educators to strengthen response protocols and procedures aligned with therapeutic practices. Participates in meetings, trainings, and professional development activities related to crisis intervention, emergency procedures, and other job responsibilities.Partners with administration to foster a positive school climate through PBIS, restorative practices, behavioral expectations, and student recognition programs. Promotes positive student engagement in various school settings, including hallways, restrooms, parking lots, loading zones, and during transitions, lunch, recess, arrival, and dismissal.Uses effective behavior management strategies and facilitates restorative conversations with students.Assists with student supervision, supports school safety procedures, and helps administration investigate incidents involving student misconduct or safety concerns.Supports teachers in implementing instructional, social-emotional, behavioral, and developmental activities aligned with student learning goals and Individualized Education Program (IEP) objectives.Maintains a safe, organized, and supportive learning environment, including preparing and maintaining classrooms, instructional materials, and equipment.Provides individual and small-group support to reinforce academic, behavioral, social, problem-solving, and daily living skills under the supervision of a certified teacher.Supervises students and supports classroom operations during the teacher's absence to ensure continuity of instruction and student safety.Administers first aid or provides medical assistance in emergency situations, as directed by a healthcare professional.Performs other duties as assigned in accordance with program, district, and grant requirements.Essential SkillsKnowledge of school safety procedures and the ability to support investigations involving student misconduct and safety concerns.Strong skills in behavior de-escalation, crisis prevention, crisis intervention, and behavior management.Demonstrated ability to build positive, trusting relationships with students experiencing significant behavioral and social-emotional challenges.Ability to facilitate restorative circles, conflict resolution, problem-solving conferences, and peer mediation.Ability to collect and analyze behavioral and attendance data to identify trends and implement targeted interventions.Demonstrated cultural competence and responsiveness, with the ability to work effectively with individuals from diverse backgrounds and promote equitable outcomes for all students.Strong interpersonal, communication, and collaboration skills, with the ability to work effectively with students, families, teachers, administrators, and support staff.Ability to remain calm, exercise sound judgment, and respond effectively in high-stress or crisis situations.Commitment to maintaining confidentiality and upholding professional and ethical standards.Competencies: The following competencies are representative of specific skills, abilities, and attributes that must be demonstrated to perform this job successfully. Adaptability: Adapts to changes in the work environment. Manages competing demands. Accepts criticism and feedback. Changes approach or method to best fit the situation. Conflict Resolution: Encourages open communications. Confronts difficult situations. Maintains objectivity. Keeps emotions under control. Uses negotiation skills to resolve conflicts. Cooperation: Establishes and maintains effective relations. Exhibits tact and consideration. Displays positive outlook and pleasant manner. Offers assistance and support to co-workers. Works cooperatively in group situations. Works actively to resolve conflicts. Dependability: Responds to requests for service and assistance. Follows instructions and responds to management direction. Takes responsibility for own actions. Meets attendance and punctuality guidelines. Judgment: Displays willingness to make decisions. Exhibits sound and accurate judgment. Supports and explains reasoning for decisions. Includes appropriate people in the decision making process. Makes timely decisions. Safety & Security: Observes safety and security procedures. Determines appropriate action beyond guidelines. Uses equipment and materials properly. Reports potentially unsafe conditions. Self-Management: Regulates the impact of one's own emotions upon others. Remains focused and energized under stress. Accepts criticism and recovers quickly from setbacks. Projects realistic self-confidence in abilities.In order to be successful and achieve the above responsibilities, the Behavior Support Technician II must possess the following qualifications:Education RequiredHigh School Diploma or GED requiredAssociate's or Bachelor's Degree in Education, Social Work, Psychology, Human Services, or a related field is preferredPosition QualificationsDemonstrated prior experience working with youth in educational, behavioral health, residential, mentoring, school security, or community-based settingsIllinois Educator License with Stipulations (PARA), Substitute License, Professional Educator License (PEL), or other District-approved credentialCPI, TCI, or equivalent crisis intervention certification required within 120 school days of start date; District-provided training is availableFirst Aid certification preferredCPI, TCI, or equivalent crisis intervention certification preferred; District-provided training is availableKnowledge, Skills, and AbilitiesLeadership: Demonstrates initiative, professional judgment, and leadership in supporting students, staff, and schoolwide behavioral systems.Relationship Building: Develops positive, trusting relationships with students, families, staff, and community partners.Conflict Resolution: Facilitates restorative conversations, mediation, and collaborative problem-solving while maintaining objectivity.Crisis Management: Responds calmly, safely, and effectively during behavioral crises and emotionally charged situations.Communication: Communicates clearly, professionally, and respectfully with students, families, staff, and stakeholders in both verbal and written forms.Collaboration: Works effectively within multidisciplinary teams (administrators, social workers, teachers) to support student growth and school safety.District Expectations: All employees are expected to demonstrate regular and predictable attendance; to support the District's vision, mission, goals, and Strategic Plan; to engage in civility, respect, professionalism, and collaborative teaming; and to maintain the professional knowledge and skills necessary to perform the essential duties and responsibilities of their positions.Note: School Board Policy ensures equal opportunity for all in its personnel policies and practices and does not discriminate on the basis of race, color, gender, religion, national origin, marital status, sexual orientation, gender preference, political beliefs, social/family background, disability or age.Physical DemandsPhysical Activities: Standing, walking, sitting, kneeling, handling, keyboarding, talking, and hearingLifting Demands: Up to 35 poundsReaching Activities: Both dominant and non-dominant