<p>Special Education - STRIVE Program JobID: 7524</p> <p>Position Type:</p> <p>Student Support Services/Special Education Teacher</p> <p>Date Posted:</p> <p>2/9/2026</p> <p>Location:</p> <p>Barrington High School</p> <p>Date Available:</p> <p>26-27 School Year</p> <p>Closing Date:</p> <p>When Filled</p> <p>Additional Information: Show/Hide</p> <p>BARRINGTON COMMUNITY UNIT SCHOOL DISTRICT 220</p> <p>BARRINGTON, ILLINOIS 60010</p> <p>JOB DESCRIPTION</p> <p>TITLE: SPECIAL EDUCATION EDUCATOR - STRIVE PROGRAM</p> <p>PROGRAM: STRIVE (Structured Teaching Reinforced in a Visual Environment)</p> <p>FOCUS: Autism & Related Needs</p> <p>LOCATIONS: Countryside Elementary School, Station Middle School, Barrington High School</p> <p>QUALIFICATIONS & REQUIREMENTS:</p> <ul> <li>Hold a valid Illinois Professional Educator License (PEL) </li><li>Hold an appropriate Illinois Special Education endorsement (LBS1) </li><li>Knowledge of IDEA, Illinois School Code, and ISBE regulations related to special education </li><li>Demonstrated knowledge of autism spectrum disorder and related learning needs </li><li>Strong collaboration, communication, and problem-solving skills </li><li>CPI certification or ability to obtain </li></ul> <p>Preferred Qualifications:</p> <ul> <li>Experience working in autism-specific, self-contained, or highly structured special education programs </li><li>Training or experience in structured teaching approaches, visual supports, and communication systems </li><li>Experience implementing positive behavior supports, ABA-informed strategies, or similar frameworks </li><li>Experience collaborating with related service providers through integrated or co-treatment models </li></ul> <p>POSITION OVERVIEW:</p> <p>The Special Education Educator - STRIVE Program provides highly specialized, individualized instruction to students with autism spectrum disorder and related learning needs in a small, structured classroom environment. This position supports students who require predictable routines, visual supports, and proactive behavioral strategies to access academic, social, communication, and functional learning opportunities.</p> <p>The STRIVE educator collaborates closely with related service providers, paraprofessionals, families, and the IEP team to ensure students receive instruction in the least restrictive environment, with intentional opportunities for inclusion in general education settings as appropriate.</p> <p>This position fulfills all duties and responsibilities outlined in the district's Special Education Educator (PreK-12+) job description, with additional responsibilities specific to the STRIVE instructional model.</p> <p>PROGRAM OVERVIEW:</p> <p>The STRIVE Program (Structured Teaching Reinforced in a Visual Environment) serves students with autism or similar learning profiles who benefit from:</p> <ul> <li>Highly structured, visually organized learning environments </li><li>Individualized academic and functional instruction </li><li>Integrated therapeutic and behavioral supports </li><li>Intentional inclusion opportunities within general education settings </li></ul> <p>Students in STRIVE may be performing below, at, or above grade level academically but require structured supports to access learning due to differences in social communication, sensory processing, executive functioning, or self-regulation.</p> <p>REPORTS TO: Building Principal & District Student Services Administrators</p> <p>ESSENTIAL DUTIES & RESPONSIBILITIES:</p> <p>In addition to all duties and responsibilities outlined in the District's Special Education Educator (PreK-12+) job description, the STRIVE program educator will:</p> <p>Instruction & Structured Teaching</p> <ul> <li>Design and deliver individualized instruction aligned with Illinois learning standards, alternate curricula as appropriate, and student IEP goals </li><li>Implement structured teaching practices, including visual schedules, work systems, task analysis, and visually organized instructional materials </li><li>Establish predictable classroom routines with clear expectations, structured work periods, and appropriate breaks </li><li>Provide instruction across academic, social, communication, functional, and self-regulation domains </li></ul> <p>Behavioral & Social-Emotional Supports</p> <ul> <li>Develop, implement, and monitor proactive behavioral supports and individualized behavior intervention plans </li><li>Support student self-regulation, emotional awareness, and independence using evidence-based strategies </li><li>Respond to behavioral or crisis situations using CPI strategies, with physical management used only as a last resort to ensure safety </li></ul> <p>Collaboration & Related Services</p> <ul> <li>Embed related services (e.g., speech, occupational therapy, physical therapy, social work) into daily instruction through collaboration and co-teaching </li><li>Collaborate with general education teachers to support student inclusion and access to learning opportunities </li><li>Provide instructional leadership and guidance to paraprofessional staff to ensure consistent instructional and behavioral practices </li></ul> <p>Inclusion, Integration & Transitions</p> <ul> <li>Support student inclusion in general education settings to the maximum extent appropriate, based on IEP team decisions </li><li>Facilitate teacher-guided integration during academic and non-academic times, including lunch, recess, specials, and electives </li><li>Support transition planning and skill generalization across settings and routines </li></ul> <p>Data, IEPs & Family Communication</p> <ul> <li>Collect, analyze, and use student data to monitor progress and adjust instruction </li><li>Participate in IEP meetings, progress monitoring, and transition planning </li><li>Communicate regularly and effectively with families, staff, and administrators regarding student progress and programming </li><li>Support community-based instruction and field trips when appropriate to build functional, social, and life skills </li></ul> <p>Professional Responsibilities</p> <ul> <li>Collaborate as an active member of the IEP and student services team </li><li>Maintain accurate documentation and records in accordance with district and legal requirements </li><li>Participate in required professional learning, meetings, and training related to special education and autism programming </li><li>Maintain confidentiality and demonstrate professionalism, ethical conduct, and sound judgment </li><li>Perform other duties as assigned, consistent with the scope of the role </li></ul> <p>PHYSICAL & WORK ENVIRONMENT REQUIREMENTS</p> <ul> <li>Work is primarily performed within a highly structured classroom environment, as well as other instructional and support settings within the school, including hallways, common areas, and specialized program spaces </li><li>Requires frequent movement, standing, walking, and active engagement with students throughout the instructional day </li><li>May require providing personal care and self-care support to students, including assistance with bathrooming, feeding, dressing, hygiene, and other activities of daily living, as outlined in student IEPs and health plans </li><li>Involves working closely with students who may experience significant dysregulation and may engage in behaviors such as spitting, hitting, scratching, throwing objects, or other behaviors directed toward themselves or others </li><li>Requires the ability to remain calm, supportive, and responsive while implementing proactive behavior supports and de-escalation strategies </li><li>May require participation in CPI-aligned physical management techniques, used only as a last resort to maintain student and staff safety and in accordance with district procedures, training, and legal requirements </li><li>Requires the ability to respond promptly and appropriately to behavioral or safety-related situations within the classroom environment </li></ul> <p>TERMS OF EMPLOYMENT: (Completed by Office of Human Resources)</p> <p>Days/year</p> <p>182 days</p> <p>Benefits</p> <p>D220 Benefits</p> <p>Salary</p> <p>BEA Salary Schedule</p> <p>02/2026</p>