Certified Educational Interpreter Pos#1410 & 1488

VALLEJO CITY UNIFIED SCHOOL DISTRICT

Human Resources

665 Walnut Avenue, Vallejo, CA 94592

JOB DESCRIPTION

Certified Educational Interpreter - Deaf/Hard of Hearing

Title: Certified Education Interpreter - Deaf/Hard of Hearing (D/HH) Reports To: Site/Program Manager

Department: Special Education Work Year: 183 Days per year or as assigned

Classification: Classified Salary: See Classified (CSEA) Salary Schedule

Date Approved: January 2008

DESCRIPTION OF POSITION:

Under the direction of a teacher, site administrator and/or program manager provides interpreting/transliteration services (both receptively and expressively) that effectively, accurately, and impartially facilitates communication between deaf and/or hard of hearing (D/HH), students and other students, teachers, administrators, counselors and parents as needed. May assist teacher in providing instruction to D/HH students. Services will be provided in the classroom and for other school related activities (i.e. assemblies, field trips, athletic events, student government, club activities, IEP meetings, parent meetings, etc.) for all or any part of the work day.

REPRESENTATIVE DUTIES:

Essential functions may include, but are not limited to:

• Interpret for D/HH students being educated in a variety of educational environments, general education, and special education continuum including early childhood natural environments, community based and vocational instruction. I E
• Recognize and adjust interpretive language to match the student's preferred language and language mode to ensure that the student comprehends the interpretation. E
• Interpret for parent conference, IEP meetings, field trips, assemblies, presentations and other school-sponsored activities as needed. E
• Provide tutoring and instructional support to D/HH students to assist them in their classes to support the goals and objectives of the educational program. E
• Participate in educational team meetings and provide information on students' use of interpreting services and proficiency in communication .E
• Provide staff orientations on the appropriate use of an interpreter using his/her own knowledge and skill in interpreting. E
• Maintain confidentiality about student information and communication content, as appropriate to the educational system. E
• Participate in meetings, conferences and in-service training programs as assigned. 2 E
• Facilitate the on-going acquisition of sign language skills for students and staff. E
• Assist in data collection, maintaining records, class assignments and provide signing to assist in achieving IEP/IFSP goals and benchmarks; report student progress to assigned teachers. E
• Consult with classroom teachers to identify pupils in need of special assistance, identify unusual problems and report to teachers as appropriate. E

1. Essential duties as required by the American Disabilities Act
2. Compensation provided at individual hourly rate of pay

• Act as liaison between mainstreamed classroom teachers and special education teacher. E
• Assist with the social development of students through communication, implementation of behavior support plans and appropriate modeling of communication, cooperation and control behavior. E
• Work with teachers to develop ways of increasing interaction between deaf students and all peers. E
• Disciplines students in accordance with teacher's discipline plan and models appropriate. E
• Support the use of assistive technology, hearing aids, auditory trainers etc. E
• Maintain cultural awareness and sensitivity to different attitudes and life styles. E
• Planning a program of professional development for improving job-related skills. E
• Possess valid California Driver's License and ability to provide own transportation. E
• Perform other related duties as assigned. E

EDUCATION AND EXPERIENCE:

MINIMUM QUALIFICATIONS - EDUCATION AND/OR TRAINING:

Meet current State of California Department of Education Standards to qualify as a sign language interpreter in public education. Until State Standards are fully implemented the following qualifications will be in effect:

• Equivalence to completion of the twelfth grade
• Demonstrated proficiency reading, writing, and math skills at a level required for high school seniors An Associates degree or 48 units from an institution of higher education (IHE), otherwise a passing score on all sections of the assessment test given by VCUSD
• Interpreter certification (4.0 or higher) by the national Registry of Interpreters for the Deaf or equivalent (such as the Educational Interpreter Performance Assessment (EIPA), Educational Sign Skills Evaluation

— Interpreter and Receptive (ESSE-I/R) or the National Association of the Deaf/American Consortium of Certified Interpreters (NAD/ACCI) assessment). If providing Cued Language transliteration, a transliterator shall possess Testing/Evaluation and Certification Unit (TECUnit) certification, or have achieved a score of 4.0 or above on the EIPA — Cued Speech.

DESIRABLE EXPERIENCE:

Successful experience interacting with youth, preferably D/HH youth. Interaction with the Deaf community. Experience working in an instructional environment. Experience in the area of child development. Completion of a formal interpreter preparation program with a certificate of completion.

KNOWLEDGE SKILLS AND ABILITIES:

KNOWLEDGE OF:

• A variety of sign languages and systems (e.g. American Sign Language (ASL), Signed Exact English (SEE), Pidgin Sign English (PSE), Conceptually Accurate Signed English (CASE) and how to incorporate each one into a Total Communication system.
• Issues of ethics, culture and professionalism in an educational setting.
• Educational implications, challenges, psychological and social issues that D/HH students face and their effect on language acquisition and development.
• A broad spectrum of knowledge in the humanities, sciences, and the arts, often collectively called general studies as well as a competent use of standard oral and written English.
• Additional support services (e.g. tutoring techniques and responsibilities; note-taking; use of visuals and graphic organizers) and when to use each one with students.
• A variety of amplification devices/systems (e.g. behind-the-ear (BTE) and in-ear hearing aids, bone conductor aids, cochlear implants, FM systems) and how to maintain each one.
• Orientation to deafness (e.g. issues relating to Deaf Culture; teaching sign language; referral sources on general topics relating to deafness; when, how, and to whom to make referrals; promoting an expanded communication environment for the D/HH student; fostering student participation in activities) and how to communicate these topics to others.

ABILITIY to:

• Demonstrate ability to understand and to be understood by a variety of students at different age, ability and communication levels
• Facilitate communication between a student and the student's teacher that reflects a "sense of the whole message" rather than just a technically correct translation of the individual words used.
• Transliterate/lnterpret (forward and reverse) at a conversational rate of 120+ words per minute. Convey the different "registers" of the speaker (e.g. degree of formality, range of emotion, directiveness) and use discourse markers which indicate the comment is an "aside" or a sidebar to the main conversation.
• Recognize when communication provided by the interpreter is or is not clearly understood by the student and make immediate adjustments to accommodate student needs.
• Utilize appropriate signs from already known sign language systems, to promote the understanding of concepts and words found in an academic setting, and research signs needed for the academia.
• Demonstrate interpersonal and professional skills with the ability to interact effectively with peers, supervisors, children and parents, utilizing tact, patience and courtesy.
• Learn the functions, procedures and limitations of assigned duties, as well as maintain a professional relationship with all students and families.
• Encourage student independence and self advocacy in all areas, including use of preferred communication systems.
• Assist and supervise students in a positive, flexible and understanding manner. Modify and prepare instructional materials for the student as directed by the teacher.
• Understand and follow oral, signed and written directions.
• Maintain confidentiality about student information and communication content, as appropriate to the educational system.
• Speak, read, sign and write clearly and distinctly.
• Provide instructional assistance to students in a variety of settings and activities.
• Demonstrate on-going proficiency development in the area of sign language systems.

PHYSICAL REQUIRMENTS:

Frequency Key; None (1) Occasional - up to 25% of shift (2); Intermittently - up to 50% of shift (3); Frequently — up to 75% of shift (4)

Activity Frequency

Bend 2

Lift/carry 0-10 lbs 3

Twist 2

Lift/carry 11-25 lbs 3

Squat 2

Lift/carry 26-40 lbs 3

Kneel 2

Lift/carry 41-100 lbs 1

Climb 2

Stand 4

Reach above shoulder 2

Walk 4

Grip/Grasp 4

Sit 4

Extend/Flex Neck 3

Drive 3

Use Right Hand 4

Perform Repetitive Hand Motions 3

Use Left Hand 4

Keyboarding/Mouse Work 3

Ability to See 4

Ability to Hear 4

THE VALLEJO CITY UNIFIED SCHOOL DISTRICT IS AN EQUAL OPPORTUNITY EMPLOYER and in compliance with federal and state laws, does not discriminate in any employment practice on the basis of age, ancestry, color, marital status, medical condition, national origin, political or union affiliation, physical or mental disability, race, religion, sexual orientation or sex. The District is compliant with ADA requirements.

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