Hybrid Intensive Support Assistant bei Barrington Community Unit School District 220

BARRINGTON COMMUNITY UNIT SCHOOL DISTRICT 220

BARRINGTON, ILLINOIS  60010

JOB DESCRIPTION

INTENSIVE SUPPORT ASSISTANT (ISA) 

QUALIFICATIONS & REQUIREMENTS:

Required:

• Experience with behavioral needs required.

• High school diploma or equivalent required; Associate’s degree or higher preferred.

• Illinois Paraprofessional License (or evidence of applied for license)

• Willingness and ability to engage in personal care, feeding, toileting, and medical tasks.

• Ability to complete Crisis Prevention Intervention (CPI) training and engage in physical management when necessary.

• Ability to obtain and maintain CPR certification and effectively administer CPR when required.

• Strong communication, patience, and problem-solving skills to support students with high-intensity support needs.

Preferred:

• Previous experience working with students with moderate/severe disabilities or behavioral needs.

• Familiarity with AAC devices, alternative curricula, and structured teaching methods.

• Experience assisting with medical procedures and adaptive equipment.

• Training in Applied Behavior Analysis (ABA) or trauma-informed behavioral interventions.

POSITION OVERVIEW:
The Intensive Support Assistant (ISA) provides specialized support to students with moderate to severe disabilities, complex medical needs, and significant behavioral challenges within the BEST (Building Essential Skills Together) and STRIVE (Structured Teaching Reinforced in a Visual Environment) programs.

This role requires high-level training and readiness to assist with adaptive physical, medical, and behavioral needs, including personal care, feeding, toileting, medical delegation, behavioral intervention, and crisis prevention. ISAs must be CPI-trained and comfortable engaging in physical management as needed to ensure the safety of students and staff.

ISAs play a critical role in implementing individualized student plans, collecting behavioral data, and supporting structured learning environments that promote student independence and success.

REPORTS TO: Principal, TOSA and/or designee

ESSENTIAL DUTIES & RESPONSIBILITIES:

Student Support & Program Implementation

• Learn and understand each student’s unique needs within the BEST and STRIVE programs, ensuring that all accommodations, modifications, and individualized plans are implemented with fidelity.

• Assist in structured teaching, functional communication, and sensory regulation techniques, reinforcing skills as directed by certified staff.

• Collect behavioral data in accordance with students' Behavior Intervention Plans (BIPs) and as directed by certified staff and program leadership.

• Reinforce positive behavior strategies and assist in implementing self-regulation techniques.

• Supervise and assist students during transitions between activities, locations, and services.

• Assist in alternative curriculum instruction, including life skills training and functional academics.

• Consistent modeling and support for students in using AAC (Augmentative and Alternative Communication) devices, core boards, and structured teaching techniques.

• Guide students through structured routines to increase independence and engagement.

Adaptive Physical & Medical Support

• Assist students with personal hygiene, toileting, dressing, and feeding needs, etc., as required.

• Lift, transfer, and position students with mobility challenges, ensuring safety at all times.

• Serve as a delegated care aide, assisting with medical needs such as seizure protocols, oral/nasal suctioning, and emergency medication administration (training provided).

Behavioral & Crisis Intervention Support

• Implement Behavior Intervention Plans (BIPs) with fidelity, ensuring alignment with best practices in special education, ABA, and trauma-informed care.

• Be trained in Crisis Prevention Intervention (CPI) and willing to engage in physical management as a last resort to maintain student and staff safety.

• Support students displaying high-intensity behaviors, including kicking, biting, throwing, spitting, and self-injury, etc., while maintaining a calm, professional demeanor.

• Participate in CPI debriefing and behavior team meetings to review incidents and improve support strategies.

• Assist students in developing self-regulation and coping skills.

• Work collaboratively with BCBAs, special education teachers, and related service providers to maintain student engagement and progress.

Classroom & School Wide Support

• Supervise students during lunch, recess, and bus duty before and after school, as assigned, and enforce expectations for appropriate student behavior.

• Monitor and assist students during special school events, assemblies, and field trips.

• Maintain confidentiality regarding sensitive student information at all times.

• Perform other tasks and responsibilities 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.

• Comfort working in an environment where aggressive behaviors (hitting, biting, scratching, etc.) may occur daily.

• Ability to remain patient, calm, and professional when engaging with students in high-stress or crisis situations.

• Willingness to spend a portion of each day outdoors on the playground or supporting bus duty, in various weather conditions.

TERMS OF EMPLOYMENT: (Completed by the Office of Human Resources)

DEVELOPED 03/2025