Special Education Educator -STEP Program
BARRINGTON COMMUNITY UNIT SCHOOL DISTRICT 220
BARRINGTON, ILLINOIS 60010
JOB DESCRIPTION
TITLE: SPECIAL EDUCATION EDUCATOR - STEP PROGRAM
PROGRAM: STEP (Specialized Teaching for Educational Progress)
FOCUS: Structured Academic Intervention with Embedded Executive Functioning and Social-Emotional Supports
LOCATIONS: Roslyn Elementary School, Lines Elementary School, Station Middle School, Prairie Middle School, Barrington High School
QUALIFICATIONS & REQUIREMENTS:
- Hold a valid Illinois Professional Educator License (PEL)
- Hold an Illinois Special Education endorsement (LBS1)
- Knowledge of IDEA, Illinois School Code, and ISBE regulations related to special education
- Strong understanding of structured literacy and mathematics intervention
- Demonstrated ability to design structured classroom environments with embedded behavioral, sensory, and executive functioning supports
- Strong collaboration, communication, and problem-solving skills
- CPI certification or the ability to obtain
Preferred Qualifications:
- Experience teaching in cross-categorical, resource, or structured intervention settings
- Training in the science of reading, aligned structured literacy practices, and mathematics instruction
- Experience implementing multisensory instruction and evidence-based academic interventions
- Experience developing executive functioning systems for students
- Experience consulting with general education staff to support inclusive practices
POSITION OVERVIEW:
The Special Education Educator - STEP Program provides specially designed instruction for students whose academic performance is significantly below grade-level expectations and whose learning profile might include executive functioning, social-emotional, and behavioral needs that interfere with consistent academic progress.
Students in STEP are capable learners who benefit from:
- Explicit, systematic academic instruction
- Smaller class sizes and structured routines
- High levels of instructional clarity and repetition
- Embedded executive functioning supports
- Direct instruction in organization, independence, and self-regulation
- Thoughtful, supported inclusion opportunities
While academic growth is a central focus of the STEP program, many students also require proactive social-emotional and behavioral support to fully access learning. The STEP educator understands that regulation, engagement, and skill development are interconnected and intentionally integrates these elements into daily instruction.
This role combines strong instructional expertise with relational leadership and structured classroom design. The STEP educator serves as both the classroom teacher and the IEP case manager and collaborates closely with general education staff, related service providers, paraprofessionals, and families.
This position fulfills all responsibilities outlined in the district's Special Education Educator (PreK-12+) job description, with additional duties specific to the STEP instructional model.
PROGRAM OVERVIEW:
The STEP Program serves students who:
- Demonstrate significant academic skill gaps
- Require accelerated, explicit intervention in literacy and or mathematics
- Experience executive functioning challenges that impact organization, planning, and task completion
- Demonstrate social-emotional or behavioral needs that interfere with academic consistency
- Benefit from predictable routines, smaller instructional groups, and intentional skill instruction
- Continue to work toward grade-level standards and diploma pathways when appropriate
STEP classrooms maintain lower student-to-staff ratios to ensure high instructional intensity, structured learning environments, and individualized support. The program integrates academic intervention, communication development, adaptive skills, organization, and self-regulation into daily instruction.
REPORTS TO: Building Principal & District Student Services Administrators
ESSENTIAL DUTIES & RESPONSIBILITIES:
In addition to all duties and responsibilities outlined in the District's Special Education Educator (PreK-12+) job description, the STEP program educator will:
Academic Instruction & Intervention
- Provide explicit, systematic, research-based instruction aligned to Illinois Learning Standards and individualized IEP goals
- Utilize supplemental, replacement, and differentiated core curricula to address foundational skill gaps while maintaining access to grade-level expectations
- Deliver multisensory instruction with structured modeling, guided practice, reteaching, and independent application
- Use small-group and individualized instruction to target specific academic skill deficits
- Monitor student progress regularly through formative and summative measures and adjust instruction to accelerate growth
- Maintain high academic expectations while differentiating pacing, materials, and supports
Literacy Instruction
- Provide structured literacy instruction emphasizing phonological awareness, decoding, encoding, fluency, comprehension, and written expression
- Reinforce the reciprocal relationship between reading and writing across grade levels
- Scaffold text complexity to promote both access and independence
- Emphasize foundational code-based skills at the primary level and increasingly complex vocabulary, fluency, and comprehension strategies at intermediate and secondary levels
Mathematics Instruction
- Develop conceptual understanding using multi-modal approaches, including Concrete-Pictorial-Abstract progression
- Build operational fluency and application of mathematical concepts
- Support the development of problem-solving, mathematical reasoning, geometry, measurement, and grade-level standards
- Differentiate pacing and provide scaffolded practice to strengthen accuracy and independence
Classroom Structure & Learning Environment
- Establish predictable routines, visual supports, and structured transitions to maximize instructional time
- Organize the physical and instructional environment to promote independence and minimize distraction
- Embed executive functioning and organizational systems throughout the instructional day
- Provide clear visual, verbal, and written expectations to support understanding and task completion
- Implement proactive Tier 1 sensory and behavioral supports to maintain a safe and focused learning environment
Social-Emotional & Communication Development
- Create a language-rich classroom environment that promotes expressive and receptive communication
- Provide structured opportunities for peer interaction, collaboration, and problem-solving
- Integrate emotional regulation strategies and coping skills into daily routines and instruction
- Teach self-advocacy, functional communication, and help-seeking behaviors
- Support the development of positive identity, confidence, and perseverance as learners
Inclusion & General Education Access
- Collaborate with general education teachers to design meaningful, individualized inclusion opportunities
- Prepare students for participation in general education settings (e.g., science, social studies, specials, character education, field trips, and other school experiences) through pre-teaching, scaffolding, and skill reinforcement
- Provide consultation and instructional strategies to support access to core academic content
- Coordinate supported inclusion experiences, with students attending independently or with paraprofessional assistance as appropriate
- Ensure inclusion decisions align with IEP team determinations and least restrictive environment principles
Executive Functioning & Adaptive Skill Development
Based on individual student needs and IEP goals, provide direct instruction and embedded supports in:
- Organization and task management
- Planning, initiation, and sustained attention
- Classroom routines and independent work habits
- Self-monitoring and self-regulation strategies
- Functional and academic communication skills
- Generalization of skills across instructional settings
IEP Case Management & Compliance
- Serve as the IEP case manager for assigned students
- Develop and implement measurable IEP goals, services, accommodations, and placement recommendations
- Collect, analyze, and use student data to monitor progress and inform instructional adjustments
- Communicate regularly with families regarding student progress and programming
- Ensure compliance with procedural safeguards, documentation requirements, and legal timelines
- Participate in evaluations, reevaluations, and transition planning, including postsecondary planning at the secondary level
Collaboration & Team Leadership
- Provide instructional direction, modeling, and oversight to paraprofessional staff to ensure consistent implementation of instructional and behavioral supports
- Collaborate with related service providers to align academic, social-emotional, and therapeutic supports
- Participate actively in problem-solving teams, multidisciplinary meetings, and professional learning communities
- Partner with families to support skill development and generalization across home and school environments
- Perform other duties as assigned, consistent with the scope of the role
PHYSICAL & WORK ENVIRONMENT REQUIREMENTS
- Work within a small, structured classroom setting
- Requires frequent movement, standing, walking, and active engagement with students throughout the instructional day
- May assist students with personal care needs as outlined in IEPs
- Requires the ability to remain calm, supportive, and responsive while implementing proactive behavior supports and de-escalation strategies
- 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
TERMS OF EMPLOYMENT: (Completed by Office of Human Resources)
Days/year
182 days
Benefits
Salary
02/2026