STARS Paraprofessional

Position Type:
Student Support Services

Date Posted:
5/14/2026

Location:
Yorkville Grade School

Date Available:
08/10/2026

Closing Date:
07/31/2026

District:
Yorkville Community School District 115
POSITION SUMMARY:
Yorkville CUSD 115 has an opening for a (1.0 FTE) paraprofessional for a Kindergarten / 1st Grade STARS classroom for the  school year at Yorkville Grade School. This position is for paraprofessionals to support our STARS (Skills Training And Related Service) program for students in kindergarten. Previous experience with supporting students who have an autism diagnosis and use communication devices is preferred but not required.

This position will support students in a co-taught classroom setting as well as students who are in a self contained program.

Purpose Statement
The role of the paraprofessional is to provide academic, social, functional and behavioral support for the students in the classroom. To increase the level of access to curriculum for students in Yorkville Community School District (Y115). In order to improve student outcomes, the paraprofessional will need to demonstrate effective collaboration skills with other school personnel, work effectively in the implementation and monitoring of specific interventions, provide additional support for small groups or individual students and facilitate meaningful communication between key stakeholders for each student.

Reports to: Building Administration, District Administration, and Classroom Teacher
Work Year: Student Attendance and District Institute Days
Essential Functions

• Demonstrates knowledge of students' needs, including but not limited to: educational, medical, physical, sensory, speech/language, social/emotional, recreational, vocational, functional etc.,
• Maintains strict confidentiality regarding all matters pertaining to students and personnel.
• Demonstrates effective organizational skills, time management, and flexibility in order to meet staff and students' needs.
• Supports students for their IEPs, 504, and RtI plans

Competency and Productivity

• Demonstrates extensive knowledge of the position and completing tasks and job competencies within the position assigned.
• Uses knowledge in order to promote positive results. Completing project and task expectations with little supervision.
• Exhibits the ability to multi-task when presented with multiple duties and priorities to complete.
• Seeks out ways to enhance efficiency and effectiveness in completing projects, tasks, and responsibilities through learning new skills.
• Understands and applies appropriate technological skills to ensure student needs are met.

Professionalism

• Displays the highest standards of discretion and confidentiality in all interactions with colleagues, staff, students, and the public without direction or support.
• Shows consistency as it relates to attendance and adjusts schedule in order to achieve the highest level of productivity and meet the building's needs.
• Uses the highest standards of judgment when making decisions and demonstrates exceptional dependability.
• Has the highest standards of honesty, integrity, and confidentiality in all interactions with colleagues, staff, students, and the public.
• Maximizes opportunities for learning and makes a systematic effort to problem solve independently.

Teamwork

• Demonstrates a high level of willingness in cooperating and collaborating with others on a regular basis.
• Proactively and effectively communicates in both writing and verbal modes on a consistent basis.
• Develops and maintains professional and appropriate relationships with all stakeholders.

Job Requirements
Skills, Knowledge, and Abilities
Skills are required to perform a variety of technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: ability to learn pertinent software applications; preparing and maintaining accurate records, effectively/appropriately administering assessments, participating in training, following plans, providing feedback on curricular and emotional interventions, and communicating concerns back to the team.

In…