Student Support Technician

Primary Function

The Student Support Technician provides specialized instructional, behavioral, communication, functional, and/or health-related support to students with disabilities under the direction and supervision of licensed staff and school administrators. The position assists in implementing supports and services outlined in students’ IEPs, behavior and communication plans, health/medical plans, and other approved educational plans while promoting access to instruction, communication, independence, social participation, safety, and school routines. Depending on student and assignment needs, the position may require specialized training and competency in areas such as behavioral support, AAC, academic intervention, functional/life skills, crisis prevention and response, personal care, adaptive equipment, and/or health and medical support beyond the general duties of a classroom paraprofessional. 

Minimum Qualifications

• Hold a high school diploma or its recognized equivalent.
• Meet one of the following:
  • Completed two years of study at an institution of higher education (48 credit hours or equivalent trimester hours, whichever is less); or
  • Possess an associate’s (or higher) degree; or
  • Met a rigorous standard of quality and demonstrated through a formal state or local academic assessment (e.g. ParaPro, ParaPathways), knowledge of and the ability to assist in instructing, reading, writing, and mathematics (or, as appropriate, reading readiness, writing, readiness, and mathematics readiness).

Required Specialized Training and Competency

Student Support Technicians may be assigned to students whose needs require specialized knowledge and skills. Employees are required to participate in and successfully complete all training identified by YCSD as necessary for their assignment and to demonstrate competency in the implementation of trained procedures. 

Training may include, but is not limited to: 

• Behavioral support and intervention strategies. 
• Crisis prevention, de-escalation, and safe response procedures. 
• Functional behavior support and implementation of behavior intervention plans. 
• Communication development and implementation of communication systems, including AAC. 
• Academic intervention and instructional support strategies. 
• Data collection and progress-monitoring procedures. 
• Social skills and functional/life-skills instruction. 
• Personal care and activities of daily living. 
• Health and medical procedures as permitted by applicable regulations and district procedures. 
• Positioning, mobility, lifting, transfers, and use of adaptive equipment. 
• Sensory supports and accommodations. 
• Student-specific health, safety, communication, behavioral, and instructional procedures. 

Training requirements may vary based on the needs of the students assigned to the employee. Completion of training is a condition of assignment when the training is necessary to safely and effectively support a student’s identified needs. Employees are expected to maintain competency and implement trained procedures consistently. 

Knowledge, Skills and Abilities

• Ability to work effectively with individual students, small groups, and large groups as assigned. 
• Ability to communicate and collaborate effectively with students, teachers, administrators, related service providers, school nurses, and parents/guardians as appropriate. 
• Awareness of the characteristics and educational needs of students with disabilities. 
• Ability to support students with behavioral, social-emotional, communication, sensory, physical, academic, functional, and/or health-related needs. 
• Ability to learn and implement evidence-based instructional and behavioral strategies under the direction of licensed staff. 
• Ability to collect, record, and communicate accurate student data in accordance with established procedures. 
• Ability to recognize and respond appropriately to changes in student behavior, communication, health, or functioning. 
• Ability to implement reinforcement systems, behavioral interventions, de-escalation strategies, and behavior support procedures following required training. 
• Ability to implement health and personal care procedures when assigned and appropriately trained. 
• Ability to maintain confidentiality regarding student records and information. 

Performance Responsibilities

• Assist the special education teacher in implementing students’ IEPs, accommodations, and individualized supports. 
• Support student access to instruction and development of academic, communication, behavioral, social, functional, and independence skills. 
• Implement teacher-directed instructional, behavioral, communication, and other individualized strategies. 
• Collect and document student data as directed. 
• Assist with personal care, health, mobility, adaptive equipment, or other specialized student needs when trained and assigned. 
• Maintain a safe and supportive learning environment and communicate relevant student information to appropriate staff. 
• Maintain confidentiality, participate in required training, fulfill assigned school duties, and perform other duties as assigned. 
• Perform other duties as assigned by the building administrator or supervising teacher.

Working Conditions and Physical Requirements

The employee must be able to move throughout various school environments and perform duties including standing, walking, bending, reaching, and sitting for extended periods. Depending on student needs and assignment, the employee may assist with mobility, positioning, transfers, personal care, and handling students, equipment, or materials in accordance with training and safety procedures. The position requires effective use of hands and arms, communication skills, and the ability to respond safely to changing student needs or emergencies. Employees may encounter noise, outdoor conditions, bodily fluids, and unpredictable student behaviors and must follow approved safety and de-escalation procedures.

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Position Type: Non-Exempt

Reports to: Building Administrator, with day-to-day directions and supervision from the assigned special education teacher and/or other appropriately licensed staff.

Terms of Employment: Ten months a year. Salary according to School Board Pay Plan.

Evaluation: Performance on this job will be evaluated in accordance with School Board policy and administrative regulations on evaluation of non-licensed personnel.

Revised: 9/2/2026