North Lamar Independent School is hiring: Interpreter/ Communication Assistant i
North Lamar Independent School, Paris, TX, United States
North Lamar Independent School District - Job Description
POSITION TITLE: Educational Sign Language Interpreter, certified - Regional Day School Program for the Deaf (RDSPD)
Immediate Supervisor: Lead Interpreter and Lead Deaf Ed Teacher
ROLES AND RESPONSIBILITIES
INTERPRETING
Adhere to the Professional Code of Conduct (Ethics) established by the Registry of Interpreters for the Deaf.
Maintain confidentiality to protect the privacy of student(s), families, and staff.
Provide sign-to-voice/voice-to-sign interpreting, which may include American Sign Language (ASL), a combination of Signed Exact English (SEE) & ASL, and/or oral interpreting, depending on the needs of the student in accordance with his/her IEP and educational needs.
Accompany DHH student(s) throughout the day to interpret/translate any spoken language into sign language during activities and instruction in the classroom and other educational settings. Includes, but is not limited to, teacher-led instruction, discussions, announcements, films, special projects, pull‑out intervention/services, assemblies, field trips, athletic activities, and all incidental information surrounding the DHH student.
Provide interpreting for DHH student(s) during meetings, such as IEP meetings, parent/teacher conferences, etc., as well as for extracurricular activities as directed (back-to-school night, meet-the-teacher, graduation, programs, etc.). These activities/meetings may extend beyond regularly scheduled school hours.
Assists DHH student(s) with developing communication and socialization skills.
Promote student understanding of information presented by reinforcing and reviewing concepts and skills through tutorial support as necessary in a variety of learning activities.
Promote independence and inclusion of the DHH student(s).
Model self‑advocacy and encourage/expect student growth in their independent ability to self‑advocate.
Research sign language choice for subject matter vocabulary.
Identify and discuss with the classroom teacher when modifications to curriculum and materials are necessary according to the student's IEP.
COLLABORATION
Participate as a positive, collaborative team member of the Deaf Ed Department by exhibiting ongoing, effective communication, attending department meetings/staff developments, and supporting/helping other Deaf Ed staff.
Work in cooperation with school staff to ensure full access for DHH students in all programs in their educational settings, including extracurricular activities.
Work in cooperation with the classroom teacher, Sped case manager, and/or lead DHH teacher to ensure that appropriate curriculum accommodations & modifications are being utilized.
Provide insight into the success of communication strategies and skills by participating as a member of the IEP Team.
Confer routinely with the classroom teacher(s) and Teacher of the Deaf (ToD) regularly in order to be better prepared for interpreting services.
Communicate with appropriate school staff regarding students' progress, abilities, and modifications.
Assists the teacher in monitoring student behavior and discipline of DHH students, as authorized.
Participate as a liaison between DHH individuals and their hearing peers and faculty members to promote cooperative relationships.
Maintain a positive, professional rapport with parents.
Participate in teacher/parent conferences, as appropriate.
ASSESSMENTS/EVALUATIONS
Interpret during Communication Assessments in cooperation with a Speech‑Language Pathologist (SLP) or ToD as necessary for eligibility/FIE requirements. (Certified Interpreter required)
Interpret during state‑required Special Education Language Acquisition (SELA) testing for DHH students ages 0‑8 years of age. (Certified Interpreter required)
Interpret during district benchmarks and/or state assessments (ie, STAAR, STARR‑ALT), as needed. (Certified interpreter required)
Interpret any classroom benchmarks, assessments, or report card skills checks, as necessary.
Communicate with appropriate school staff regarding DHH student(s) progress, abilities, and modifications for testing purposes, as appropriate.
AUDIOLOGICAL/INTERPRETER SUPPORT
Assist school personnel in enhancing the students' overall communication skills through knowledge of the use of interpreters and audiological management techniques.
Monitor students' audiological needs, such as the effectiveness of hearing aids and other instruments, intended to improve the DHH students' ability to receive auditory input.
ECI
Be knowledgeable of the ECI program's purpose and components.
Work cooperatively with Early Childhood Intervention (ECI) staff to serve DHH infants and toddlers during home visits by providing materials and audiology support, as needed.
OTHER
Follow and maintain the policies outlined in the District Employee Handbook, as well as individual campus policies. (i.e., reporting protocols, social media guidelines, dress code, confidentiality, etc.)
Follow the Deaf Ed Department's chain of command regarding work‑related or personal absences.
May be called upon to provide substitute coverage, by temporarily changing assignments per staffing needs, as determined on a case‑by‑case basis, according to individual student needs.
Report relevant information and/or concerns to the Lead Interpreter and/or Lead Cite Teacher.
Maintain documentation of progress monitoring targeting objectives or skills as necessary under the direction of the Lead Interpreter and/or Lead Cite Teacher.
Attend trainings/workshops necessary to improve interpreting skills and, if applicable, to maintain Deaf Ed Certification.
Maintain professional conduct at all times.
Perform other related duties as assigned.
Position Requirements
Education Interpreter, certified:
District Requirement High School Diploma or equivalent
After January 2012 Associate of Arts Degree from an accredited college or university
Texas Board of Evaluation of Interpreters (BEI) Certificate:
Before January 2012 Level I, II, III, IV, V
After January 2012 Basic, Advanced, Master
BEI Certifications must be renewed annually.
BEI Certifications must be maintained every 5 years by earning 10.0 CEUs (100 clock hours) in accordance with the stipulations set forth by BEI.
Knowledge Of
American Sign Language (ASL), Signed Exact English (SEE), and/or other sign systems.
Code of Professional Conduct (Ethics) prepared by the National Registry of Interpreters of the Deaf.
Methods and techniques used in communicating with DHH individuals.
Confidentiality standards in the educational setting and educational right to know.
Community and educational resources that are available to DHH individuals.
Ability To
Hear spoken language communication.
Communicate with ASL, SEE, and/or other sign systems.
Adhere to the physical demands of the job.
Provide a clear line of sight for the DHH student while using clear and effective communication in the educational system by positioning/adjusting yourself and/or the DHH student for maximum access.
Interpret spoken English at a rate appropriate for expected job performance.
Interpret or translate for a group of DHH individuals.
Have a clear command of the English language OR Communicate effectively orally, and in writing using proper English vocabulary and grammar.
Understand and be able to translate the academic language to the cognitive level of the student.
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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Full range of motion in hands/arms to communicate using a manual method for most of the working day.
Must speak and hear well enough to translate speech into sign language with or without reasonable accommodation.
Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust the focus with or without reasonable accommodation.
Frequently required to stand, walk, sit, stoop, kneel, crouch, crawl, and/or reach with or without reasonable accommodation.
Ability to lift and carry up to 15 pounds.
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POSITION TITLE: Educational Sign Language Interpreter, certified - Regional Day School Program for the Deaf (RDSPD)
Immediate Supervisor: Lead Interpreter and Lead Deaf Ed Teacher
ROLES AND RESPONSIBILITIES
INTERPRETING
Adhere to the Professional Code of Conduct (Ethics) established by the Registry of Interpreters for the Deaf.
Maintain confidentiality to protect the privacy of student(s), families, and staff.
Provide sign-to-voice/voice-to-sign interpreting, which may include American Sign Language (ASL), a combination of Signed Exact English (SEE) & ASL, and/or oral interpreting, depending on the needs of the student in accordance with his/her IEP and educational needs.
Accompany DHH student(s) throughout the day to interpret/translate any spoken language into sign language during activities and instruction in the classroom and other educational settings. Includes, but is not limited to, teacher-led instruction, discussions, announcements, films, special projects, pull‑out intervention/services, assemblies, field trips, athletic activities, and all incidental information surrounding the DHH student.
Provide interpreting for DHH student(s) during meetings, such as IEP meetings, parent/teacher conferences, etc., as well as for extracurricular activities as directed (back-to-school night, meet-the-teacher, graduation, programs, etc.). These activities/meetings may extend beyond regularly scheduled school hours.
Assists DHH student(s) with developing communication and socialization skills.
Promote student understanding of information presented by reinforcing and reviewing concepts and skills through tutorial support as necessary in a variety of learning activities.
Promote independence and inclusion of the DHH student(s).
Model self‑advocacy and encourage/expect student growth in their independent ability to self‑advocate.
Research sign language choice for subject matter vocabulary.
Identify and discuss with the classroom teacher when modifications to curriculum and materials are necessary according to the student's IEP.
COLLABORATION
Participate as a positive, collaborative team member of the Deaf Ed Department by exhibiting ongoing, effective communication, attending department meetings/staff developments, and supporting/helping other Deaf Ed staff.
Work in cooperation with school staff to ensure full access for DHH students in all programs in their educational settings, including extracurricular activities.
Work in cooperation with the classroom teacher, Sped case manager, and/or lead DHH teacher to ensure that appropriate curriculum accommodations & modifications are being utilized.
Provide insight into the success of communication strategies and skills by participating as a member of the IEP Team.
Confer routinely with the classroom teacher(s) and Teacher of the Deaf (ToD) regularly in order to be better prepared for interpreting services.
Communicate with appropriate school staff regarding students' progress, abilities, and modifications.
Assists the teacher in monitoring student behavior and discipline of DHH students, as authorized.
Participate as a liaison between DHH individuals and their hearing peers and faculty members to promote cooperative relationships.
Maintain a positive, professional rapport with parents.
Participate in teacher/parent conferences, as appropriate.
ASSESSMENTS/EVALUATIONS
Interpret during Communication Assessments in cooperation with a Speech‑Language Pathologist (SLP) or ToD as necessary for eligibility/FIE requirements. (Certified Interpreter required)
Interpret during state‑required Special Education Language Acquisition (SELA) testing for DHH students ages 0‑8 years of age. (Certified Interpreter required)
Interpret during district benchmarks and/or state assessments (ie, STAAR, STARR‑ALT), as needed. (Certified interpreter required)
Interpret any classroom benchmarks, assessments, or report card skills checks, as necessary.
Communicate with appropriate school staff regarding DHH student(s) progress, abilities, and modifications for testing purposes, as appropriate.
AUDIOLOGICAL/INTERPRETER SUPPORT
Assist school personnel in enhancing the students' overall communication skills through knowledge of the use of interpreters and audiological management techniques.
Monitor students' audiological needs, such as the effectiveness of hearing aids and other instruments, intended to improve the DHH students' ability to receive auditory input.
ECI
Be knowledgeable of the ECI program's purpose and components.
Work cooperatively with Early Childhood Intervention (ECI) staff to serve DHH infants and toddlers during home visits by providing materials and audiology support, as needed.
OTHER
Follow and maintain the policies outlined in the District Employee Handbook, as well as individual campus policies. (i.e., reporting protocols, social media guidelines, dress code, confidentiality, etc.)
Follow the Deaf Ed Department's chain of command regarding work‑related or personal absences.
May be called upon to provide substitute coverage, by temporarily changing assignments per staffing needs, as determined on a case‑by‑case basis, according to individual student needs.
Report relevant information and/or concerns to the Lead Interpreter and/or Lead Cite Teacher.
Maintain documentation of progress monitoring targeting objectives or skills as necessary under the direction of the Lead Interpreter and/or Lead Cite Teacher.
Attend trainings/workshops necessary to improve interpreting skills and, if applicable, to maintain Deaf Ed Certification.
Maintain professional conduct at all times.
Perform other related duties as assigned.
Position Requirements
Education Interpreter, certified:
District Requirement High School Diploma or equivalent
After January 2012 Associate of Arts Degree from an accredited college or university
Texas Board of Evaluation of Interpreters (BEI) Certificate:
Before January 2012 Level I, II, III, IV, V
After January 2012 Basic, Advanced, Master
BEI Certifications must be renewed annually.
BEI Certifications must be maintained every 5 years by earning 10.0 CEUs (100 clock hours) in accordance with the stipulations set forth by BEI.
Knowledge Of
American Sign Language (ASL), Signed Exact English (SEE), and/or other sign systems.
Code of Professional Conduct (Ethics) prepared by the National Registry of Interpreters of the Deaf.
Methods and techniques used in communicating with DHH individuals.
Confidentiality standards in the educational setting and educational right to know.
Community and educational resources that are available to DHH individuals.
Ability To
Hear spoken language communication.
Communicate with ASL, SEE, and/or other sign systems.
Adhere to the physical demands of the job.
Provide a clear line of sight for the DHH student while using clear and effective communication in the educational system by positioning/adjusting yourself and/or the DHH student for maximum access.
Interpret spoken English at a rate appropriate for expected job performance.
Interpret or translate for a group of DHH individuals.
Have a clear command of the English language OR Communicate effectively orally, and in writing using proper English vocabulary and grammar.
Understand and be able to translate the academic language to the cognitive level of the student.
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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Full range of motion in hands/arms to communicate using a manual method for most of the working day.
Must speak and hear well enough to translate speech into sign language with or without reasonable accommodation.
Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust the focus with or without reasonable accommodation.
Frequently required to stand, walk, sit, stoop, kneel, crouch, crawl, and/or reach with or without reasonable accommodation.
Ability to lift and carry up to 15 pounds.
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