Behavior Health Assistant (BHA)

Please note that this posting closes at 3:00 pm on the date listed above. If you have questions regarding this position, please contact Darren Johnson, Principal, at (385)-646-4810 or email dsjohnson@graniteschools.org Job Title: Behavior Health Assistant (BHA) Department/Location: School Supervisor: Principal Salary Schedule: Paraeducator (88) Lane Placement: A Contract Length: Hourly only FTE: up to 29 hours per week FLSA Classification: Non-Exempt Special Designation: None Last Revised: October 2026 To perform this job successfully, an individual must be able to perform each essential function satisfactorily, with or without reasonable accommodations.

The requirements listed below are representative of the knowledge, skills, training, education, responsibilities, abilities; the machines, tools and equipment used; background; and any licenses or certifications required. Physical, punctual, reliable, and predictable regular attendance is an essential job function.

Job Summary

The Behavior Health Assistant (BHA) works closely with administrators, school social workers, school psychologists, and the school Student Support Team (SST) to track and support general education students in receiving access to the general curriculum. The primary purpose of this position is to deliver targeted, non-clinical behavioral support, assist with de-escalation, and track behavioral progress within multi-tiered systems of support.

Essential Functions

Track behaviors of general education students who have been identified by the SST using district data tools. Collect required behavioral data (e.g., frequency, duration, ABC data) and share with the SST team as needed. Track student behavioral contracts for completion, required signatures, and goal progress. Direct Student Support & Intervention : Work with targeted general education students (identified by the SST) who exhibit significant behavioral and/or emotional problems; services provided by a BHA are non-clinical and may not be written into Individualized Education Programs (IEPs).

Work with identified students to promote positive behaviors, assist with emotion regulation, and help decrease or de-escalate negative behaviors. Check on students in their classrooms or other learning areas to help them avoid potential problems, reinforce positive behavior, and support transition periods. Provide direct behavioral support by prompting, redirecting, encouraging, and reinforcing positive behavior using trauma-informed and positive behavior intervention strategies.

Provide support for targeted students in transitional or less structured environments (e.g., hallways, lunchroom, assemblies, library, and recess). Assist and support students in crisis as directed by BHA supervisor(s) and using district-approved de-escalation protocols. Assist students in practicing trauma-informed self-regulation strategies (e.

g., sensory breaks, calm-down area strategies) under certified supervision. BHA Role Boundaries and Operational Restrictions Note: This standalone section explicitly outlines strict program boundaries established in district policy and May 2026 guidelines to protect clinical roles, ensure regulatory compliance, and prevent scope creep.

To maintain compliance with federal, state, and district guidelines, a BHA shall not : Provide direct academic instruction in general education or special education classrooms. Serve as a parent liaison or communicate directly with parents via call or email (beyond a brief check-in regarding daily progress as directed by BHA supervisors).

Provide clinical services or one-to-one/group counseling that fall under the scope of licensed social workers, school psychologists, or teachers. Provide general school supervision in the form of regular playground, cafeteria, or bus duty on a permanent basis or as part of a permanent rotation. Perform administrative or secretarial duties, or serve as a member of a special education team.

Conduct formal observations or complete special education evaluation tools (e.g., "Blue data sheets"). Engage in any clinical mental health therapy or discussions. Supervise in-school suspension. Non-Essential Functions Other duties as assigned. Required Knowledge and Skills Basic Educational Skills : Basic reading, writing, and math skills.

Student Interaction : Ability to interact positively with students and assist them in a variety of behavioral situations that may arise. Behavioral Frameworks : Basic understanding of Multi-Tiered Systems of Support (MTSS), Positive Behavioral Interventions and Supports (PBIS), and trauma-informed practices. Data & Digital Proficiency : Proficiency with basic digital communication and data collection tools for behavior tracking.

Privacy & Professional Boundaries : Ability to maintain strict professional boundaries and student privacy/FERPA regulations. Required Education, Training, and Qualifications High school diploma or equivalent. Title I Compliance Requirement : If assigned to a Title I school, candidates must satisfy district/state Paraeducator qualification requirements prior to starting work through one of the following: Associate degree or higher from an accredited institution; OR At least 48 semester credit hours completed at an accredited institution of higher education; OR Passing score on the Master Teacher's Paraeducator Online Assessment.

Required Prior Experience Experience working with children in an educational or behavioral support setting is preferred. Assigned Decision Making Targeted Intervention Prompting : Authority to select and implement appropriate Tier 2 non-clinical de-escalation, redirection, and positive reinforcement techniques with assigned students based on established behavior plans and SST guidance.

Data Recording : Authority to record and summarize student behavior tracking metrics for reporting to the SST/MTSS team. Escalation Protocol : Mandatory reporting and immediate escalation to a licensed social worker, school psychologist, or building administrator when a student exhibits behaviors posing a danger to self or others.

Non-Supervisory Interactions Interacts positively and collaboratively with students, teachers, school social workers, school psychologists, support personnel, and administrators. Maintains direct communication with BHA supervisors regarding student progress, behavioral data, and operational boundaries. Supervisory Responsibility Exercises functional supervision and monitoring of targeted students assigned for behavioral support.

Exercises functional supervision of a student in a designated service location outside the classroom setting for the purpose of de-escalation. Budget Responsibility Not Applicable Working Environment Work takes place primarily in typical classroom and school building environments. Supervision of students takes place outside in all types of weather and air quality.

May experience stress from disruptive students and/or groups of students. Physical Requirements Communication : While performing the duties of this job, the employee is required to speak and hear clearly to communicate with students, faculty, and administrators. Mobility : Frequently required to stand, walk, reach with hands and arms, and stoop, kneel, crouch, or position oneself to interact with students.

Vision : Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, and depth perception to effectively monitor student behavior and safety. Lifting : Must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds.