(2) Special Education Paraprofessional

Barrington Community Unit School District 220; United States; On-site; USD 18,000 - 28,000; Full time

Job summary

BARRINGTON COMMUNITY UNIT SCHOOL DISTRICT 220 is seeking a Special Education Paraprofessional at Barrington High School to support students with diverse needs in general and special education settings under certified staff guidance.

The role emphasizes reinforcing instructional strategies, assisting with IEP goals, behavior support, and data collection, while promoting student independence and safe, engaging classroom environments.

Qualifications

• High school diploma or equivalent required; some college coursework preferred.
• Illinois Paraprofessional License (or proof of application).
• Ability to establish and maintain effective working relationships with students, staff, and the public.
• Proficient in written and spoken English for communication and instructional support.
• Patience and strong interpersonal skills to work with diverse student needs.
• Ability to assist in the implementation of instructional programs, behavior plans, and data collection.
• Basic understanding of assistive technology, instructional accommodations, and modifications.
• CPI (Crisis Prevention Intervention) and CPR training preferred.

Responsibilities

• Provide academic reinforcement to individuals or small groups of students under the direction of the classroom teacher or special education staff.
• Assist in implementing instructional accommodations and modifications for students based on IEP goals.
• Support students in accessing general education curriculum, life skills instruction, and functional learning activities.
• Prepare, reproduce, and organize classroom materials as directed by certified staff.
• Check student work for completion and accuracy, providing additional guidance as needed.
• Assist with communication and social interactions to help students engage in learning and peer activities.
• Reinforce classroom management strategies and individualized behavior plans.
• Provide general behavior support and reinforcement of self-regulation strategies.
• Assist in modeling and encouraging positive social interactions, problem-solving, and appropriate peer engagement.
• Support students with emotional or behavioral challenges and implement strategies provided by certified staff.
• Implement de-escalation strategies to help maintain a positive learning environment.
• While physical management is not a requirement of the Special Education Paraprofessional role, those who volunteer for the crisis team may engage in physical management techniques as needed.
• Assist students with adaptive skills, including mobility support, toileting, feeding, and medical needs, when working with students outside of the BEST/STRIVE programs.
• Special Education Paraprofessionals, especially in early childhood (ELC) and early elementary settings, may often be required and expected to support bathrooming and personal hygiene skills as part of student self-care development.
• Encourage and facilitate student independence with self-care routines as appropriate.
• Delegated care aid training is available if needed.
• Assist students in learning and maintaining job-related tasks in school and community job placements.
• Model appropriate workplace behavior and social skills for students in vocational settings.
• Provide direct coaching and guidance to students as they complete job tasks and interact with supervisors and co-workers.
• Support students in problem-solving workplace challenges and self-advocating for accommodations when needed.
• Ensure students follow work schedules, safety protocols, and employer expectations.
• Collaborate with transition educators and job site supervisors to ensure successful student experiences.
• Supervise students during lunch, recess, and bus duty, before and after school.
• Monitor student behavior during special school events, field trips, and assemblies.
• Ensure student safety by maintaining active supervision in all assigned settings.
• Work closely with teachers, related service providers, and other paraprofessionals to ensure a cohesive support system for students.
• Consult and collaborate with special education and general education teachers to provide appropriate student assistance.
• Communicate regularly with staff regarding student needs, progress, and any concerns.
• Maintain confidentiality regarding sensitive student and school information.
• Participate in required training sessions and professional development.
• Perform other duties as assigned by supervisors or school leadership.

Skills

High school diploma

Illinois Paraprofessional License

English communication

Interpersonal skills

Instructional support

Data collection

Assistive technology

CPI/CPR training preferred

Education

High school diploma or equivalent

Illinois Paraprofessional License

Job description

• Position Type:
  Support Staff/ Student Services Assistant
• Date Posted:
  9/3/2026
• Location:
  Barrington High School
• Date Available:
  When Filled
• Closing Date:
  09/06/2026

BARRINGTON COMMUNITY UNIT SCHOOL DISTRICT 220

BARRINGTON, ILLINOIS 60010

JOB DESCRIPTION

SPECIAL EDUCATION PARAPROFESSIONAL

QUALIFICATIONS & REQUIREMENTS:

• High school diploma or equivalent required; some college coursework preferred.
• Illinois Paraprofessional License (or proof of application).
• Ability to establish and maintain effective working relationships with students, staff, and the public.
• Proficient in written and spoken English for communication and instructional support.
• Patience and strong interpersonal skills to work with diverse student needs.
• Ability to assist in the implementation of instructional programs, behavior plans, and data collection.
• Basic understanding of assistive technology, instructional accommodations, and modifications.
• CPI (Crisis Prevention Intervention) and CPR training preferred.

POSITION OVERVIEW:

The Special Education Paraprofessional plays a critical role in supporting students with diverse learning needs in both general education and special education settings under the direction of certified staff. Special Education Paraprofessionals assist students in achieving academic, functional, and behavioral success through reinforcement of instructional strategies, classroom support, and general supervision.

While physical management is not a required responsibility of this role, Special Education Paraprofessionals must be comfortable working with students who may have emotional and behavioral challenges and must be able to implement de-escalation strategies as part of a team approach. Additionally, being a Special Education Paraprofessional does not preclude an individual from being part of the school's crisis response team; those who choose to join the crisis team may utilize CPI strategies and physical management techniques as needed, though this is not required or compensated separately.

Special Education Paraprofessionals may assist with adaptive skills (such as mobility support, toileting, feeding, and medical needs) for students who are not in the BEST or STRIVE programs. Additionally, Special Education Paraprofessionals, particularly in the early childhood (ELC) and early elementary settings, may often be required and expected to assist with bathrooming and personal hygiene skills as part of students' developmental learning and self-care routines.

Special Education Paraprofessionals placed at the high school level and Barrington Transition Program (BTP) can also serve as job coaches, supporting students in learning, developing, and maintaining job-related skills for workplace readiness and transition activities. These Special Education Paraprofessionals will help students:

• Follow job-related expectations and responsibilities in school-based and community work settings.
• Practice workplace social skills, including communication, problem-solving, and self-advocacy.
• Ensure students understand and follow employer expectations, safety procedures, and task completion strategies.
• Support students in using appropriate accommodations and modifications in work settings.
• Assist in data collection and progress monitoring related to job performance and independence.

REPORTS TO:

Principal, TOSA and/or designee

ESSENTIAL DUTIES & RESPONSIBILITIES:

Instructional & Academic Support

• Provide academic reinforcement to individuals or small groups of students under the direction of the classroom teacher or special education staff.
• Assist in implementing instructional accommodations and modifications for students based on IEP goals.
• Support students in accessing general education curriculum, life skills instruction, and functional learning activities.
• Prepare, reproduce, and organize classroom materials as directed by certified staff.
• Check student work for completion and accuracy, providing additional guidance as needed.
• Assist with communication and social interactions to help students engage in learning and peer activities.

Behavioral & Social-Emotional Support

• Reinforce classroom management strategies and individualized behavior plans.
• Provide general behavior support and reinforcement of self-regulation strategies.
• Assist in modeling and encouraging positive social interactions, problem-solving, and appropriate peer engagement.
• Support students with emotional or behavioral challenges and implement strategies provided by certified staff.
• Implement de-escalation strategies to help maintain a positive learning environment.
• While physical management is not a requirement of the Special Education Paraprofessional role, those who volunteer for the crisis team may engage in physical management techniques as needed.

Adaptive & Daily Living Support

• Assist students with adaptive skills, including mobility support, toileting, feeding, and medical needs, when working with students outside of the BEST/STRIVE programs.
• Special Education Paraprofessionals, especially in early childhood (ELC) and early elementary settings, may often be required and expected to support bathrooming and personal hygiene skills as part of student self-care development.
• Encourage and facilitate student independence with self-care routines as appropriate.
• Delegated care aid training is available if needed

Workplace Readiness & Job Coaching (High School & Transition Program)

• Assist students in learning and maintaining job-related tasks in school and community job placements.
• Model appropriate workplace behavior and social skills for students in vocational settings.
• Provide direct coaching and guidance to students as they complete job tasks and interact with supervisors and co-workers.
• Support students in problem-solving workplace challenges and self-advocating for accommodations when needed.
• Ensure students follow work schedules, safety protocols, and employer expectations.
• Collaborate with transition educators and job site supervisors to ensure successful student experiences.

General Supervision & Student Safety

• Supervise students during lunch, recess, and bus duty, before and after school.
• Monitor student behavior during special school events, field trips, and assemblies.
• Ensure student safety by maintaining active supervision in all assigned settings.
• Work closely with teachers, related service providers, and other paraprofessionals to ensure a cohesive support system for students.
• Consult and collaborate with special education and general education teachers to provide appropriate student assistance.
• Communicate regularly with staff regarding student needs, progress, and any concerns.

Confidentiality & Professional Responsibilities

• Maintain confidentiality regarding sensitive student and school information.
• Participate in required training sessions and professional development.
• Perform other duties as assigned by supervisors or school leadership.

PHYSICAL & WORK ENVIRONMENT REQUIREMENTS:

• Ability to lift, transfer, and assist students with mobility needs (up to 50-80 lbs. with assistance).
• Frequent physical activity, including walking, kneeling, bending, assisting with transitions, and de-escalation.
• Ability to work in a variety of settings, including classrooms, playgrounds, and hallways.
• Willingness to spend a portion of each day outdoors on the playground or supporting bus duty, in various weather conditions.
• For SSAs in job coaching roles, ability to work in community job sites and model appropriate workplace behavior.

TERMS OF EMPLOYMENT:

(Completed by the Office of Human Resources)