Paraprofessional, In-School Suspension (ISS) Monitor (Temporary)

Paraprofessional, In‑School Suspension (ISS) Monitor (Temporary) Job ID: 12520 Pay Program: Support Staff, Non‑Exempt Pay Range: $16.77 Work Year: Varies Reports to: Building Leader Direct Reports: This position has no supervisory responsibilities. Employment Type: Temporary for the 2026/27 School Year. This is a variable hour assignment, expected to average approximately 6 hours per day, Monday – Thursday, as funding allows. Summary Operating under the direction of the Building Leader, this position supervises students assigned to in‑school suspension (ISS) or intervention, ensuring a safe, structured, and supportive environment. The role reinforces school expectations, monitors attendance and behavior, assists students with academic work, and supports social‑emotional and restorative practices that promote positive decision‑making and successful reentry into the classroom. It also provides intervention support, collaborates with staff, and contributes to school‑wide MTSS and behavior support systems. Essential Responsibilities Supervise students assigned to ISS or other disciplinary settings, ensuring a calm, structured environment. Monitor student attendance, participation, conduct, and completion of assigned work. Assist students with schoolwork as requested by teachers to support academic engagement. Guide students in developing positive decision‑making and replacement behaviors. Support restorative conversations or reflection activities as directed by administration. Reinforce teacher expectations by coaching and guiding students through assigned work. Communicate observations to the teacher regarding student participation, progress, and effectiveness of instructional programs. Assist staff in providing social‑emotional skill building for students in intervention or ISS. Support restorative justice practices by helping students reflect, repair harm, and rejoin class successfully. Model and reinforce D51 Social Emotional Learning practices and positive behavior supports. Monitor students in hallways, lunchrooms, common areas, and school grounds as assigned. Communicate with administrators, teachers, and counselors regarding discipline, attendance, and student needs. Maintain required documentation such as attendance logs, incident notes, or behavior data. Contact parents regarding attendance concerns, as directed by administration. Participate in staff meetings, in‑service training, IEP meetings, and other building‑level professional development activities as assigned. Attend and assist with school functions, field trips, off‑site tours, and special projects as assigned. Additional tasks, duties, and responsibilities may be assigned as needed/requested. Education and Experience High school diploma or equivalent. Associate's degree, completion of at least 48 semester hours of college coursework, or a passing score on the WorkKeys assessment (or other approved assessment) required for Title I schools. Two years of experience working with children or students required. Experience supporting students with behavioral needs or in academic intervention settings preferred. Bilingual (English/Spanish) language skills required when assigned to a bilingual program. Licenses, Registrations or Certifications Criminal background check required for hire. Ability to obtain and maintain required district trainings (e.g., restraint training, first aid/CPR if assigned). Quality Behavior Solutions certification (QBS) must be obtained within 60 days of hire. Knowledge, Skills and Abilities School and classroom expectations, behavioral supports, and restorative practices. Social‑emotional learning practices, de‑escalation strategies, and positive behavior interventions. Student supervision and safety procedures in a school environment. Adaptable and flexible with collaborative critical‑thinking and problem‑solving capabilities. Clear and effective written and verbal communication skills. Supervising students in structured and unstructured settings (ISS, hallways, lunchroom, intervention). Redirecting behavior, facilitating reflection, and reinforcing replacement behaviors. Supporting students with assigned academic work and clarifying instructions from teachers. Building positive, professional relationships with students while maintaining appropriate boundaries. Strong customer service skills, with the ability to provide support in a professional and approachable manner. Commitment to handling sensitive and confidential information with the highest ethical standards. Strong interpersonal skills to collaborate with staff and stakeholders. Ability to lead, communicate, interact and work effectively and cooperatively with diverse ethnic and educational backgrounds. Follow applicable federal, state, local laws and Board of Education policies, in addition to building and department procedures. Recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator. Strong ability to use de‑escalation techniques and to defuse stressful and possibly volatile situations. Work independently as needed with minimal direction and/or supervision. Manage multiple priorities and frequent interruptions in a timely manner. Basic operating knowledge of computers, district‑approved devices, and common educational technology tools. Use email, Word processing, spreadsheets, and other standard office software. Operate typical office equipment such as copiers, printers, and telephones. #J-18808-Ljbffr