Deaf and Hard-of-Hearing Assistant - District-Wide

Cherry Creek School District; Colorado; On-site; USD 36,000 - 48,000; Full time

Job summary

Cherry Creek School District is seeking a Deaf and Hard-of-Hearing Assistant to join our educational team. This role supports students with special needs, providing in-class and targeted assistance with sign language to promote inclusive participation and academic growth.

Collaborating with special and general education staff, the assistant will tailor strategies to individual learning needs and help implement IEP goals in various classroom settings.

Qualifications

• Criminal background check and fingerprinting required.
• High School Equivalency (HSE) diploma or equivalent.
• One year of professional work experience with special needs children.
• Basic knowledge of Microsoft Office and office equipment.

Responsibilities

• Provide in-class, small-group, or one-on-one support using sign language.
• Collaborate with teachers to support behavior management and instruction.
• Differentiate instruction to ensure access to curriculum for students with varying needs.
• Collect data on student progress during instructional sessions on a regular basis.

Skills

Sign language

Communication

Collaboration

Interpersonal skills

Organization

Problem-solving

Education

Associate’s degree

High School Equivalency (HSE) diploma

Tools

Microsoft Office

Job description

Key Details

• Job Title: Deaf and Hard-of-Hearing Assistant
• FLSA Exemption Status: Non-Exempt
• Classification Group: Staff Support
• Supervising Position: Director or designee
• Pay Plan: Educational Support Personnel
• Pay Range: Range 14
• Pay Information
• Benefits Information

JOB SUMMARY

Serve as an integral member of the educational team to support students with special needs, particularly those facing barriers related to language, communication, or access. Collaborate with special education and general education staff to ensure equitable access to instruction, social interaction, and the overall school experience. Implement instructional strategies tailored to individual learning needs using communication approaches appropriate for each student. Provide in-class, small-group, or one-on-one assistance to foster academic success and social inclusion. Promote inclusive participation across academic and social settings for students with moderate to severe needs.

ESSENTIAL DUTIES AND RESPONSIBILITIES

The subsequent duties outline the fundamental operations of the position and exemplify the nature of the tasks carried out. They do not encompass a comprehensive inventory of the obligations and responsibilities fulfilled in this role. The approximation of frequencies and time allocation percentages are flexible and subject to the requirements of the organization. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• 1. Ensure Deaf/Hard of Hearing students receive and understand communication presented in all educational settings by providing differentiation, which may include supplementing with sign language. As part of the instructional team, work collaboratively with general education and/or special education classroom teachers to support behavior management, communication systems, organization systems, and/or instruction/curriculum for students with moderate to severe needs. Frequency: Daily; Percentage of Time: 40%
• 2. Communicate with all members of the educational team (teachers, supervisors, interpreters, para educators,) who are directly responsible for the educational program for Deaf/Hard of Hearing students. Provide input about student performance and progress for sake of instructional planning, conferences, and individualized education plan (IEP) meetings. Frequency: Daily; Percentage of Time: 15%
• 3. Assist educational team by monitoring and supporting student behavior and language in all education settings. Facilitate and clarify appropriate social interaction with peers and assist students with accessing their educational environment and social interactions by supporting with sign language at the student’s level. Frequency: Daily; Percentage of Time: 15%
• 4. Collect and document accurate data during instructional sessions to include skill introduction, acquisition and mastery. Frequency: Weekly; Percentage of Time: 10%
• 5. Apply effective problem-solving skills through collaborative conversations with students, staff, parents/guardians, building administrators, and district liaisons. Frequency: Daily; Percentage of Time: 5%
• 6. Train staff to maintain daily records of student progress/behavior, and provide observation, data, feedback, and recommendations to the team. Frequency: Weekly; Percentage of Time: 5%
• 7. Monitor safety of students with behavioral challenges. Respond to unsafe behaviors including aggressions, self-injurious behaviors, and elopement. Frequency: Weekly; Percentage of Time: 5%
• 8. Perform other duties as assigned or requested. Frequency: Daily; Percentage of Time: 5%

REPORTING RELATIONSHIPS

This job has no direct supervisory responsibilities.

MINIMUM QUALIFICATIONS

The minimum prerequisites of formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other criteria that a candidate must fulfill to be considered for a position. It is essential that certifications, licenses, endorsements, designations, and trainings are fulfilled, valid, and not expired.

• Criminal background check and fingerprinting required
• High School Equivalency (HSE) diploma
• One (1) year of professional work experience with special needs children in a paid program or licensed special education teaching
• Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc.
• Basic knowledge of Microsoft Office
• Basic knowledge of student instructional equipment including computers, adaptive equipment, augmentative communication devices, and other related equipment
• Basic organizational skills
• Intermediate sign language skills
• Intermediate critical thinking and problem-solving skills
• Intermediate verbal and written communication skills
• Intermediate interpersonal relations skills
• Ability to work alone and collaboratively with others
• Ability to implement behavior modification techniques
• Ability to work one-on-one and in small groups with students
• Ability to stay abreast of strategies for students with ASD and special education curriculum
• Ability to maintain confidentiality in all aspects of the job

PHYSICAL REQUIREMENTS AND WORKING CONDITIONS

• Light work strength level (lifting or carrying up to 25 pounds)
• Primarily works indoors
• Typically a moderate noise level
• Work location is subject to change to meet the requirements of the organization
• Prolonged standing and walking
• Speaking and hearing
• Frequent bending and reaching
• Occasional lifting, pulling, and pushing
• Squatting
• Overhead work
• Eye/hand coordination
• Visual concentration
• May work outdoors when monitoring student activities
• May be required to perform physical restraint
• Normal school district environment

DESIRED QUALIFICATIONS

Formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other qualifications relevant to the position that are strongly preferred but not mandatory for a candidate to be considered.

• Associate’s degree
• Experience working in the public sector
• Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds
• Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement
• Experience working in a school district or educational setting
• Experience with implementing research-based methodologies (e.g. Applied Behavior Analysis [ABA], Treatment and Education of Autistic and related Communication Handicapped Children [TEACCH], Positive Behavior Intervention Supports [PBIS], etc.)
• Ability to work in a transdisciplinary model