Paraprofessional, In-School Suspension; ISS Monitor

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

• Date Posted: 5/19/2026
• Location:
  
  Redlands Middle School
• Date Available:
  
  2026-27
• Closing Date: 05/24/2026

Job Title: Paraprofessional, In-School Suspension (ISS) Monitor

Pay Program: Support Staff, Non-Exempt

Pay Range: Range 5 $ 16.77 - $19.07

Work Year: Student Contact Days (175 Days / 8 Hours)

Reports to: Building Leader

Direct Reports: This position has no supervisory responsibilities

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. It 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. The role also provides intervention support, collaborates with staff, and contributes to school‑wide MTSS and behavior support systems.

1. In‑School Suspension (ISS) Supervision and Behavior Support

• 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.

2. Academic Intervention Support

• Reinforce the teacher's expectations by coaching and guiding students through assigned work.
• Communicate observations to the teacher regarding student participation, progress, and effectiveness of instructional programs.

3. Social‑Emotional and Restorative Support

• 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.

4. Supervision, Monitoring, and Documentation

• 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.

5. Other Duties

• 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.

• High school diploma or equivalent
• Associate's degree, completion of at least 48 semester hours of college coursework, or a passing score on the Work Keys 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

• 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

• 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.
• Ability to be adaptable and flexible with collaborative critical thinking and problem‑solving capabilities.
• Clear and effective written and verbal communication skills.
• Supervising students in structured and…