Long Term Substitute - Student Services Assistant

Position Type:
Substitute / Substitute Special Education Classroom Assistants

Date Posted: 11/21/2025

Location:

North Barrington Elementary School

Date Available:

12/01/2025

Closing Date:
When Filled

District:
Barrington Community Unit School District 220

• 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.

Reports To: Principal, TOSA and/or designee

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, SSAs may participate in the school’s crisis response team if they choose, utilizing CPI strategies and physical management techniques as needed.

SSAs may assist with adaptive skills (e.g., mobility support, toileting, feeding, and medical needs) for students who are not in BEST or STRIVE programs. In early childhood and early elementary settings, SSAs are often expected to assist with bath rooming and personal hygiene skills as part of students’ developmental learning and self‑care routines.

High school level SSAs and those in the Barrington Transition Program (BTP) may serve as job coaches, supporting students in learning, developing, and maintaining job‑related skills for workplace readiness and transition activities.

• 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.
• Volunteer for 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 BEST/STRIVE programs.
• SSAs, especially in early childhood and early elementary settings, may be expected to support bath rooming and personal hygiene skills.
• Encourage and facilitate student independence with self‑care routines as appropriate.
• Delegated care aid training is available if needed.