Long Term Substitute - Student Services Assistant

(2) Long Term Substitute - Student Services Assistant

• Position Type:
  Substitute/ Substitute Special Education Classroom Assistants
• Date Posted: 2/23/2026
• Location:
  
  Barrington Middle School - Station Campus
• Date Available:
  
  03/09/2026
• Closing Date:
  When Filled

BARRINGTON COMMUNITY UNIT SCHOOL DISTRICT 220

BARRINGTON, ILLINOIS 60010

• High school diploma or equivalent required; some college coursework preferred.
• Illinois Paraprofessional or Substitute License.
• 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.

The Student Services Assistant (SSA) 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. SSAs 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, SSAs 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 an SSA 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.

SSAs 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, SSAs, particularly in the early childhood (ELC) and early elementary settings, may often be required and expected to assist with bath rooming and personal hygiene skills as part of students’ developmental learning and self‑care routines.

SSAs 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 SSAs 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.

• 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,…