Paraeducator, Deaf or Hard of Hearing

Simi Valley Unified School District; Simi Valley, Northern (CA, KY); Hybrid; USD 21,000 - 30,000; Part time

Job summary

Simi Valley Unified School District seeks a Paraeducator, Deaf or Hard of Hearing, to assist deaf and hard-of-hearing students in specialized educational settings.

Under supervision of a certificated teacher, you will reinforce instruction, support communication using ASL, and help students achieve IEP/ITP goals across preschool to 22-year-old transition programs.

Qualifications

• Graduation from high school or equivalent (GED) is required.
• At least six months of experience utilizing American Sign Language to communicate with deaf or hard of hearing children or youth in a school, health services, or other structured environment is required.
• Experience working with special education students is desirable.

Responsibilities

• Observe lessons and reinforce instruction by adjusting methods to individual student needs.
• Assist deaf or hard of hearing students one-to-one or in groups with academic subjects.
• Support students in developing communication skills including ASL and English language development.
• Facilitate life skills, employability skills, and community access for students aged 18–22 in postsecondary transition programs.
• Maintain instructional records and support IEP-driven instruction under supervision.

Skills

ASL proficiency

Communication

Patience

Education

High school diploma or GED

Preferred: 48 semester/72 quarter units or Associate's

CPR/First Aid certification

Tools

ASL devices

Job description

To establish an eligibility list for part-time vacancies and substitute assignments during the 10-month school year. The eligibility list will remain active for six months. The current vacancy is a part-time, 10-month position (6 hours/day).

Testing Process

• A) Multiple Choice Test = 40% weighting on final score Tentatively scheduled for as early as TBD
• B) Structured Interview = 60% weighting on final score Tentatively scheduled for as early as TBD

Applicants will be tested on English - Language Arts, Math and Ability to Assist in Instruction as well as ability to Interpret and communicate fluently using ASL sign language system.

Applicants must meet the minimum qualifications stated in the job posting by the application deadline in order to move forward in the testing process. Those candidates who meet the minimum qualifications will be invited to the multiple choice test. Those with the highest scores on the multiple choice test will be invited to the structured interview. The testing process is subject to change as needs dictate. All communication regarding this process will be delivered via email.

The information included in the Work Experience section of the application will determine whether applicants meet minimum qualifications. Please make sure you include ALL current and previous employment in the Work Experience section of the application and complete ALL fields.

Class specifications are intended to present a descriptive list of the range of duties performed by employees in the class. Specifications are not intended to reflect all duties performed within the job.

Purpose Statement

Under the direct supervision of a certificated teacher and/or program administrator, the Paraeducator, Deaf or Hard of Hearing (DHH) assists students who are deaf, hard of hearing, deafblind, and/or deaf or hard of hearing with multiple disabilities in specialized educational and postsecondary transition programs, including programs serving students ages 18–22.

The Paraeducator provides instructional and communication support on a one-to-one or group basis by reinforcing lesson plans, facilitating access to instruction, and supporting student communication using American Sign Language (ASL), tactile communication strategies, Assistive Technology devices, and other evidence-based communication methods as identified in each student’s Individualized Education Program (IEP) or Individualized Transition Plan (ITP).

The position supports student learning and independence by adapting instructional approaches to meet individual sensory, communication, cognitive, physical, and behavioral needs; maintaining instructional and behavioral records; and fostering communication, self-advocacy, and functional life skills consistent with IEP and postsecondary transition goals.

Distinguishing Career Features

The Paraeducator, Deaf or Hard of Hearing is distinguished from the general Paraeducator classification by its requirement for proficiency in American Sign Language (ASL) and knowledge of deaf culture, communication systems, and assistive technology used with deaf and hard of hearing students. Positions in this classification may serve students across preschool, K–12, and postsecondary transition (ages 18–22) programs, including community-based instruction and vocational settings. Unlike a credentialed Educational Interpreter, this classification does not require RID certification and does not function in an interpreting capacity; rather, incumbents assist in facilitating foster students in the development of communication skills and support IEP-driven instruction under the direction of the classroom teacher. Positions in this class may be assigned to salary range 65 or 70 based on educational attainment as described under Education and Experience.

Essential Functions

Instructional Support

• Observes teacher lesson presentations and works with deaf or hard of hearing, deafblind, and DHH students with multiple disabilities to reinforce instruction by adjusting methods, pacing, and materials to individual student needs, alertness, sensory access, and learning conditions.
• Assists deaf or hard of hearing students on a one-to-one or group basis with academic subjects and study activities related to their Individualized Education Program (IEP).
• Motivates students by providing individual assistance and direction regarding assignments; supports students in completing assigned work.
• Supports instruction in life skills, employability skills, community access, and independent living activities for students ages 18–22 enrolled in postsecondary transition programs.
• Assists students in developing communication skills including American Sign Language (ASL), speech reading, and English language development.
• Uses both oral and manual communication, including facial expressions and physical gestures to explain assignments and answer student questions.
• Assists deaf or hard of hearing students in becoming self-reliant in their communication and learning.
• May sign and read lessons aloud to students as directed by the supervising teacher.
• May assist deaf or hard of hearing students in a computer lab under the technical supervision of a teacher.
• May assist non- and limited-English-speaking students with language development skills.

Communication Facilitation

• Facilitates communication between deaf or hard of hearing, deafblind, and/or DHH students with multiple disabilities and teachers, related service providers, employers, and school staff using ASL, tactile signing, object communication systems, PECS, Assistive Technology, listen to spoken language strategies, or other district-approved methods.
• Supports access to communication in school, community, and work-based learning settings for postsecondary transition students.
• Assists in facilitating the use of specialized communication and assistive technology equipment including visual tech devices and audio-visual equipment to support student learning.
• Assists primarily deaf or hard of hearing students in the utilization of classroom materials and equipment.
• Assists students with the daily operation and basic troubleshooting of personal hearing technology as directed by the teacher or audiologist.
• May help facilitate communication between deaf or hard of hearing students and Career Vocational Assistants for the purpose of job placement.

Deaf Culture and Community

• Promotes and affirms Deaf identity, culture, and history in educational contexts, contributing to an inclusive and culturally affirming learning environment for deaf and hard of hearing students.
• Participates in programs, events, and instructional activities designed to foster Deaf Culture and Community, including Deaf awareness events, student groups, extracurricular activities, transition programming, and family engagement activities as assigned.
• Facilitates peer interaction and supports communication access between deaf or hard of hearing students and hearing peers and staff within the school community.
• Models respectful and affirming communication practices consistent with the diverse communication identities and preferences of deaf and hard of hearing students.

Student Supervision and Behavior Support

• Monitors and supervises students in classroom settings, on the playground, in the bathroom, and other assigned areas to maintain safety and appropriate behavior.
• Applies behavior modification techniques and positive reinforcement strategies to maintain student control and a productive learning environment, consistent with behavior plans established by the certificated teacher or specialist.
• Implements student Behavior Intervention Plans (BIPs) and de-escalation techniques as directed by the supervising teacher or behavioral specialist; documents behavioral data as required.
• Confers with teachers regarding individual student educational levels, specific learning needs, learning programs, and rate of progress.
• Serves as liaison between classroom teachers, designated instructional service providers, and resource specialists.

Student Care and Physical Assistance

• Assists students in learning self-care skills including bathroom skills and eating skills.
• Moves students from area to area by foot or wheelchair as needed.
• Assists with lifting students in and out of wheelchairs, braces, and other orthopedic equipment.
• Assists students with toileting needs, including lifting the student to and from the toilet, managing clothing, washing hands, wiping, and changing diapers as required.
• Administers routine first aid and CPR to students as needed; maintains current certification.
• May hand-feed students who are unable to feed themselves.
• May ride on school bus with students and assist in the loading and unloading of students from buses and the transfer of students to and from classrooms.

Record Keeping and Classroom Support

• Maintains daily records of instructional time spent with individual students and material covered.
• Administers a variety of modified tests as directed by the teacher and records results.
• Collects and records data on student performance, behavior, and communication progress for IEP goal monitoring as directed by the supervising teacher or specialist.
• Maintains a variety of student and classroom records as assigned.
• Assists in maintaining a neat, orderly, and supportive learning environment.
• May operate a variety of office equipment including copiers and computers.
• May travel to multiple classrooms or school sites to work with assigned students.

Other Functions

• Performs other duties as assigned that support the overall objective of the position

Education and Experience

Education

• Graduation from high school or equivalent (GED) is required.

Experience

• At least six months of experience utilizing American Sign Language to communicate with deaf or hard of hearing children or youth in a school, health services, or other structured environment is required. Experience working with special education students is desirable.

Preferred

• Completion of 48 semester units or 72 quarter units of college coursework, or an Associate's degree or higher from an accredited college or university, is preferred and qualifies the incumbent for assignment at salary range 70.

Licenses and Certificates

• May require a valid California Driver's License.
• Current CPR/First Aid certification required (or ability to obtain within six months of hire).

Skills to

• Operate a variety of educational and assistive technology equipment, including visual tech devices, computers, copiers, and specialized communication equipment used in special education programs.
• Utilize American Sign Language and manual communication with sufficient proficiency to assist deaf or hard of hearing students in communication skill development.
• Assist students with the operation and basic troubleshooting of personal hearing technology (hearing aids, cochlear implant processors, FM/DM systems) as directed.
• Implement behavior modification strategies and positive reinforcement techniques effectively.
• Apply basic instructional support techniques, including adapting materials and adjusting approaches to meet individual student needs.

Knowledge of

• American Sign Language (ASL) systems and basic manual communication skills.
• Multiple communication modalities used in DHH education, including ASL, Signed Exact English (SEE), Pidgin Signed English (PSE), and oral/aural approaches.
• Deafness, hearing loss, and foundational concepts of deaf culture.
• Deaf identity, Deaf community, and communication access rights as they apply to educational settings.
• English usage, grammar, spelling, and punctuation.
• Behavior modification techniques and positive/negative reinforcement systems.
• Principles of child guidance and student supervision techniques.
• Instructional methods and curriculum in grades Pre-K through post-secondary.
• Basic subjects taught in District schools.
• Principles of good public relations; interpersonal skills using tact, patience, and courtesy.
• Routine record-keeping techniques and data input and retrieval procedures.
• Classroom management techniques.

Ability to

• Communicate fluently using ASL and manual communication to assist deaf or hard of hearing students in accordance with their individual communication needs and IEP goals.
• Use total communication approaches including facial expressions and physical gestures to communicate effectively with deaf or hard of hearing students.
• Assess and adjust to students' language abilities and preferred communication methods.
• Demonstrate sensitivity to the communication needs of deaf or hard of hearing students.
• Establish rapport with and motivate students with diverse learning and communication needs.
• Establish and maintain effective working relationships with administrators, certificated staff, classified staff, parents, students, and the public.
• Exercise good judgment, maintain student discipline, and manage classroom situations effectively.
• Learn and apply instructional programs, curriculum, methods, and procedures as directed.
• Plan, organize, and prioritize work effectively within established time schedules.
• Communicate effectively both orally and in writing using correct English grammar, spelling, punctuation, and sentence structure.
• Understand and follow oral and written instructions.
• Analyze situations and adopt an effective course of action.
• Maintain confidentiality of student records and information in accordance with FERPA and district policy.

Working Environment

Physical Abilities

• Stand and walk for extended periods in classroom and outdoor settings.
• Repetitively use fingers; use both hands simultaneously.
• Stoop, bend, reach overhead, and demonstrate rapid muscular coordination.
• Lift and carry up to 50 pounds; lift over 50 pounds with assistance.
• Push and pull students of varying weights in wheelchairs.
• Speak clearly and hear normal voice conversation.
• See and visually track individuals communicating in sign language.
• Use a computer, telephone, and other audio-visual equipment.
• Demonstrate hearing acuity sufficient to support communication facilitation in a variety of educational environments.

Individuals protected by the Americans with Disability Act (ADA) may request accommodation if needed. In order for appropriate arrangements to be made for testing, your request must be received at the time your application is submitted. If special arrangements are not requested at the time the application is submitted, it is understood that no special accommodations are required. Documentation on the need for accommodation must accompany your request.

Equal Employment Opportunity Statement

The Simi Valley Unified School District is committed to providing equal opportunity for all applicants for employment. The application, examination, and selection process shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, ethnic group identification, age, religion, marital, pregnancy, or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity or expression, or genetic information; a perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics.