The purpose of the position is to facilitate communication between students who are Deaf Hard of Hearing (DHH) involved in the educational process through the use of sign language, oral interpreting, real time captioning, and/or other communication resources needed to accommodate DHH students who qualify to receive these services. Employees at this level apply intermediate skills. Interpreters are to adhere to Registry of Interpreters for the Deaf (RID) code of ethics as relates to standard practices in educational interpreting as well as the Educational Interpreter Performance Assessment (EIPA) guidelines for professional conduct. Work is performed under the direction of a certified teacher or other school official. Essential functions as outlined herein are performed according to the assigned functional area (e.g., interpreting, transliterating, captioning). Performs related duties as directed.
EXAMPLES OF ESSENTIAL FUNCTIONS
Responds to internal and external customers in a timely, accurate, courteous and empathetic manner representing OCPS in a positive light.
Facilitates communication by providing interpreting and or captioning services in the educational setting for deaf and hard of hearing students, staff, and parents.
Interprets and/or captions all auditory information (including film/video presentations) in a variety of settings including classroom, discipline office, assemblies, counseling, and others as they arise. Interpreting, transliterating, captioning etc. is utilized in accord with the language mode outlined in the student’s communication plan. Interprets and/or communicates for students engaged in extracurricular activities as assigned.
Monitors activities and behavior of children during and in the absence of classroom teachers to ensure the physical and environmental safe keeping of students, as well as adherence to appropriate conduct and reports disciplinary concerns to the classroom teacher. Assists teachers by circulating within the classroom, providing interpreting assistance, and tutoring support to DHH student only under direct supervision of a certified teacher.
Works with a certified teacher to adapt content and lessons to promote participation of deaf or hard of hearing students.
During non-student contact time or when interpretation is not required researches sign concepts related to class subjects and content and assists in the preparation of instructional materials. Performs support tasks such as copying materials, laminating items, typing correspondence, filing paperwork, preparing classroom bulletin boards, classroom decorations, displays of student activities, and other classroom objectives.
May be assigned monitoring duties as appropriate to the position, e.g., hallways, lunchroom, restrooms, and bus duty; ensures appropriate student conduct during these periods; escorts students to designated activity areas, e.g., music room, computer room, art classes, assemblies, etc.
Responsible for keeping up to date on current technology, as job appropriate, being used by the school district. With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
Participates in yearly professional development activities focused on the acquisition of new and up to date knowledge in sign language interpreting to a minimum of 0.6 CEUs (as measured by RID).
Responsible for keeping up to date on current technology being used by OCPS. With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
Responsible for timely and accurate information they maintain as part of their job responsibilities.
Respond to internal and external customers in a timely, accurate, courteous and empathetic manner representing OCPS in a positive light.
The list of essential functions, as outlined herein, is intended to be representative of the tasks performed within this classification. It is not necessarily descriptive of any one position in the class. The omission of an essential function does not preclude management from assigning duties not listed herein if such functions are a logical assignment to the position.
MARGINAL FUNCTIONS
While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.
Performs related duties as directed.
MINIMUM TRAINING AND EXPERIENCE
High school diploma or GED; supplemented by one (1) year previous experience working with deaf or hard of hearing individuals preferably in an educational support environment, with demonstrated ability to effectively attend to the needs of deaf or hard of hearing school age children; or an equivalent combination of education, training, and experience. Educational Interpreter Performance Assessment (EIPA) Level 2.8 required. Applicants without the above stated credentials must be screened by district personnel for quality assurance. In addition, applicant must register and schedule a date to test for the EIPA credentials within 90 days of employment and must attain the appropriate level within one calendar year from hiring.
PERFORMANCE APTITUDES
Data Utilization: Requires the ability to evaluate, audit, deduce, and/or assess data and/or information using established criteria. Includes exercise of discretion in determining actual or probable consequences, and in referencing such evaluation to identify and select alternatives.
Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of standard office equipment, preform hearing aid checks, and use appropriate communication equipment.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, advisory, and design data and information.
Mathematical Aptitude: Depending on school grade classroom of assignment, may require the ability to perform addition, subtraction, multiplication, and division; may require ability to calculate decimals and percentages; may require ability to utilize principles of fractions and/or interpret graphs.
Functional Reasoning: Requires the ability to apply principles of influence systems, such as motivation, incentive, and leadership. Ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable.
ADA COMPLIANCE
Physical Ability: Tasks involve the ability to exert very moderate physical effort in light work, typically involving some combination of stooping, kneeling, crouching and crawling, and which may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (12-20 pounds). Hands being used constantly requiring prolonged physical, intricate movement and exertion.
Sensory Requirements: Depending on the functional area of assignment, most tasks require visual perception and discrimination, or most tasks require oral communications ability, and/or most tasks require the ability to perceive and discriminate sounds.
Environmental Factors: Tasks are regularly performed without exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes, temperature and noise extremes, machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, violence, disease, or pathogenic substances.
The Orange County School District will provide reasonable accommodations to qualified individuals with disabilities to allow them to perform the essential functions of the job when such individuals request an accommodation.
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