STARS Paraprofessional (2 positions)

Yorkville CUSD #115

Kendall Township (IL)

On-site

USD 21,000 - 30,000

Full time

9 hours ago

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Job summary

Yorkville CUSD 115 has openings for two paraprofessionals in a STARS classroom for the 2026-2027 school year at Autumn Creek Elementary School. Paraprofessionals will support students from Kindergarten through 3rd grade, including those with autism and communication devices.

One position is anticipated. The role focuses on academic, social, functional, and behavioral support within co-taught and self-contained settings.

Qualifications

Ability to learn pertinent software applications; prepare and maintain accurate records; administer assessments and contribute to IEP/504/RtI planning.
Knowledge of supports for students with cognitive delays, communication needs, and behavior management.
Ability to gather and analyze data, collaborate with staff, and maintain confidentiality and professionalism.

Responsibilities

Prepares materials for student learning and supports students under teacher direction.
Assists in implementing individualized education plans (IEPs) and RtI interventions.
Maintains timely and consistent attendance and effective communication with team members.

Skills

Software literacy

Record keeping

Assessment administration

Team collaboration

Planning & organization

Communication with families

Education

High School Diploma

Associates Degree (Paraprofessional license)

Bachelor's Degree and substitute license

Job description

Position Summary

Yorkville CUSD 115 has an opening for two (2) paraprofessionals for a STARS classroom for the 2026-2027 school year at Autumn Creek Elementary School. This position is for paraprofessionals to support our STARS (Skills Training And Related Service) program for students in Kindergarten through 3rd Grade. 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.

Position Summary

One position is anticipated.

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:

179 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 addition, skills related to organization/planning are necessary.

Knowledge

of concepts or desire to learn regarding many needs for students with cognitive delays, specific learning disabilities, communication difficulties, emotional disorders and attention difficulties. Knowledge of high school level math, English grammar, academic skills related to sciences and social sciences. Understanding the importance of confidentiality in work with students related to the area of special education. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: awareness of scaffolding tasks to increase student independence, the importance of inclusion and peer interaction, as well as the development of executive functioning skills.

Ability

to routinely gather and categorize data. Flexibility is required to work with others in a variety of circumstances. Using independent problem-solving to maintain effective relationships. Specific skill sets necessary include: effectively listening to the needs of others, adapting to change, communicating appropriately with school personnel, maintaining confidentiality, implementing and monitoring school/classroom interventions.

Responsibilities

include: preparing materials for student learning, working directly with students under the direction of teachers and related service staff to increase academic and emotional development/growth. Communicating changing needs for students in all school related settings to team members. Maintaining timely and consistent attendance.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Employees will be Crisis Prevention Intervention (CPI) certified each year. Generally, the job requires 90% walking/standing and 10% sitting. Occasionally physical restraints are required by CPI trained employees. The employee may occasionally lift and/or move 50 pounds or more. Specific vision abilities required by this job may include close vision, distance vision and color vision.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Work Environment

The usual and customary methods of performing the job's functions require the following physical demands: lifting, carrying, pushing, and/or pulling. This job is performed in a generally clean and healthy environment.

Required Testing