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Minnesota Association of School Administrators

Metro

Orientation and Mobility Specialist

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Summary of Scope of Classification
This class is accountable for instructing students with a range of vision impairments, including blindness, with the development of skills and knowledge so that they can travel independently.

Knowledge, Skills, and Abilities

  • Knowledge of:
    • visual impairment and its social, physical and psychological impact;
    • child development;
    • due process for students;
  • Skill in:
    • conducting comprehensive evaluations related to the area of orientation and mobility;
    • customer service;
    • problem-solving;
    • effective time management and prioritization.
  • Considerable ability to:
    • communicate effectively, listening, oral, and written;
    • establish rapport with others and to interact effectively with persons having a wide variety of cultural and ethnic backgrounds;
    • handle multiple issues simultaneously;
    • work independently and as an effective team member.
  • Ability to:
    • develop appropriate goals and program planning for students based upon the evaluation results;
    • teach unique orientation and mobility skills and techniques developed specifically for blind or visually-impaired independent navigation;
    • communicate effectively with students, staff and families;
    • monitor student progress and adjust the program as needed;
    • drive students in District vehicles;
    • work with individuals from diverse backgrounds;
    • use computer software applications to accomplish work tasks.

Essential Functions

  • Provides consultation and support services to families, regular and special education teachers, other school personnel and student’s sighted peers;
  • Confers with parents, physical education and other teachers, and special education personnel to provide assistance regarding home and classroom modifications and adaptations;
  • Confers with and instructs parents and school staff on the use of reinforcement of orientation and mobility skills to encourage students to travel independently within the home and school environments;
  • Conducts assessments to determine long and short-term needs;
  • Prepares and uses equipment and materials for the development of orientation and mobility skills such as the tactical maps low vision aid and long cane skills;
  • Transports students to various community locations, as necessary, to provide meaningful instruction in realistic learning environments;
  • Attends IIIP/IEP periodic review meetings and provides information such as it pertains to students’ visual impairment and orientation and mobility skills and progress; participates in the development of the IEP, including goals and objectives;
  • Provides in-service training to school staff, sighted peers, and families concerning the orientation and mobility needs of the student that will foster maximum independence and safety;
  • Provides direct instruction in orientation and mobility skills such as cane travel, concept development, map skills, community travel, low vision distance skills, public transportation, and so forth;
  • Participates in parent conferences and meetings, as necessary, regarding students’ orientation and mobility skills and needs; makes home visits, as necessary;
  • Orders student or program materials and equipment such as canes, low-vision aids, and professional development items;
  • Assists students and parents with information regarding post-secondary resources and services;
  • Makes referrals to outside agencies and other resources, as appropriate.
  • Drive district vans to transport students during O&M lessons to community travel environments;
  • Other duties as assigned.
  • All employees should regard coming to work on time, working as scheduled, and leaving at the end of the workday as an essential function of their job.

Speech Language Pathologist

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Summary of Scope of Classification
This class is accountable for identifying, evaluating, and treating students with speech/language, auditory processing, feeding, and social language disorders which significantly impact the student’s ability to participate successfully in educational, vocational, community, and home environments.

Knowledge, Skills, and Abilities

  • Knowledge of:
    • therapeutic interventions and techniques in areas of speech/language, auditory processing, feedings, and social language disorders;
    • appropriate evaluative tools and techniques used in conjunction with the various disorders, such as clinical evaluation of language fundamentals, tests of problem solving, and language sampling;
    • professional code of ethics;
    • group and personal dynamics;
    • appropriate State and federal laws and regulations related to the speech/language area;
    • augmentation and alternative communication systems and assistive technology;
    • and familiarity with Google Suite;
    • and familiarity with Boardmaker software application.
  • Skilled in:
    • providing oral and written presentations;
    • development and administration of therapeutic and instructional materials;
    • developing the appropriate rapport with students, staff, and family members;
    • customer service;
    • problem-solving;
    • effective time management and prioritization.
  • Considerable ability to:
    • communicate effectively, listening, oral, and written;
    • establish rapport with others and to interact effectively with persons having a wide variety of cultural and ethnic backgrounds;
    • handle multiple issues simultaneously;
    • work independently and as an effective team member;
  • Ability to:
    • handle confidential information appropriately;
    • work with individuals from diverse backgrounds;
    • use computer software applications to accomplish work tasks.

Essential Functions

  • Provides therapeutic intervention for students with speech/language, processing, feeding, and social language disorders;
  • Attends staff meetings and in-service training sessions.  Provides training to paraprofessionals and classroom teachers on speech functions, feeding, communication devices, and student social interactions;
  • Plans, develops, and implements therapeutic materials and activities for treatment such as symbols, communication systems, communication notebooks, and instructional and social skills activities, consistent with the student’s Individual Educational Plan (IEP);
  • Reviews and completes documentation in compliance with State and federal rules and regulations, as well as with District policies and procedures;
  • Provides for initial and periodic evaluations of the speech/language, processing, feeding, and social language disorders of students.  Attends child study conferences;
  • Performs other duties of a comparable level or type.  Travels to various District locations to work with students and attend related meetings.  Must be responsible for arriving at multiple worksites in accordance with District policy; this usually means driving between various work sites;
  • Other duties as assigned;
  • All employees should regard coming to work on time, working as scheduled, and leaving at the end of the workday as an essential function of their job.

Deaf Blind Intervener

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Summary
This position will provide individual support to students who are Deaf-Blind, which refers to a combination of hearing and vision loss that affects the way a student is able to access information and function in the educational environment.

Position Details: 

  • Provide visual and auditory information to Deaf-Blind students.
  • Support learners who are deafblind in communication, language, mobility, personal care, sensory, and other developmental needs through sign language and/or other visual supports throughout all activities in the school day in special education and/or general education settings based on learner needs.
  • Provide access to information, environments, and material for the student who may otherwise be unable to access or understand due to sensory impairments.
  • Guide students through activities and hands-on exploration of materials as appropriate.
  • Adapt instructional materials, equipment, or strategies, under the direction of the teacher or other licensed professionals.
  • Help to maintain safety of the student and the environment.
  • Participate in training/in-service as assigned.

Social Emotional Learning Program Coordinator

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Summary of Scope of Classification
Utilizing collaboration, this class is accountable for promoting student success through providing guidance and leadership to employees as it relates to social emotional learning (SEL).

Knowledge, Skills, and Abilities

  • Knowledge of:
    • Evidence-based SEL practices and curriculum;
    • IEP and due process requirements;
    • Understanding of and commitment to SEL as a framework for student success;
    • Theories of human behavior and development as well as educational disabilities and implications for learning;
    • Mental health and crisis assessment, intervention, and de-escalation
  • Skilled in:
    • Communication, especially regarding conflict resolution;
    • Individual and group processes;
    • Performing assessments for SEL programming and practices
  • Ability to:
    • Work closely with students, caregivers, staff and community agencies;
    • Provide services to students at multiple sites within the district;
    • Manage and prioritize multiple tasks and projects;
    • Work with individuals from diverse backgrounds and have an equitable approach in relationships with students, staff and families

Essential Functions

  • Provide leadership in the area of SEL as a resource for materials, adaptations and accommodations to support students
  • Access and share SEL resources in the district and work to adapt and modify curriculum to meet student needs
  • Monitor and update the District 287 resources and continually provide professional development on curriculum
  • Coordinate ongoing professional development for staff related to SEL and provide ongoing support, coaching, and modeling for staff
  • Works collaboratively with site and district leaders to implement SEL strategies district-wide
  • Develops and maintains a written plan for effective delivery of SEL programming;
  • Maintain data on services provided to students and staff within the district;
  • Communicates the goals of the SEL program to key audiences;
  • Consults and collaborates effectively with caregivers, teachers, administrators, and other educational/community resources regarding students with identified concerns and needs;
  • Participates in professional development activities to improve knowledge and skills;
  • Collects and analyzes data to guide program direction and emphasis;
  • Measures results of SEL program activities and shares results as appropriate;
  • Other duties as assigned.

ASL Interpreter

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Summary of Scope of Classification

This class is accountable for facilitating communication between deaf/hard of hearing students and others by interpreting in educational settings.  Participates as a member of the educational team serving these students.

Knowledge, Skills, and Abilities

  • Knowledge of;
    • American Sign Language (ASL), Pigeon Sign English (PSE), Spoken English, and Minimal Language Signing modes;
    • child development.
  • Skilled in:
    • ASL;
    • customer service;
    • problem-solving;
    • effective time management and prioritization
  • Considerable ability to:
    • communicate effectively, listening, oral, and written;
    • establish rapport with others and to interact effectively with persons having a wide variety of cultural and ethnic backgrounds;
    • handle multiple issues simultaneously;
    • work independently and as an effective team member;
  • Ability to:
    • take a visual language and interpret it into English structural sentences, and the reverse;
    • process signs while simultaneously voice interpreting;
    • Interpret at an educational level and language mode appropriate to each individual;
    • give priority for facilitating communication of deaf/hard of hearing students within a hearing environment in both the spoken word into sign language, and voice interpreting sign language into English;
    • be prompt, responsible and dependable;
    • use computer software applications to accomplish work tasks.

Essential Functions

  • Utilizes current methods of interpreting to best serve deaf/hard of hearing students, staff and deaf parents with their communication needs;
  • Interprets spoken English into sign language for all communication in a school day, such as classroom, lectures, lab or other educational settings where conversations between deaf/hard of hearing students and anyone else are taking place;
  • Takes notes for students in various educational settings.  Prepares lecture notes, ensuring accurate interpretation;
  • Previews videotapes, PowerPoint and other media presentations in preparation for interpreting for deaf/hard of hearing students;
  • Interprets at student orientation sessions, various meetings and activities between students and student groups and staff.  Also interprets at IEP meetings;
  • Meets regularly with the Deaf/Hard of Hearing teacher regarding the progress of individual students.  Works closely with team teachers to ensure that accommodations are made for students;
  • Receives some work direction from licensed staff, including Deaf/Hard of Hearing teacher;
  • Attends mentoring sessions with an assigned mentor and/or attends staff development sessions to maintain and upgrade skills;
  • As a member of the educational team, performs other related duties such as tutoring, job coaching, copying materials, driving and other duties necessary to facilitate the students’ education;
  • Other duties as assigned.
  • All employees should regard coming to work on time, working as scheduled, and leaving at the end of the workday as an essential function of their job.

 

Administrative Support

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Knowledge, Skills, and Abilities

  • Comprehensive knowledge of desktop computer hardware and software systems, including software products such as Microsoft Office or Google Apps and multi-faceted data or database management systems;
  • Working knowledge of the processes and procedures used within the department and districtwide;
  • Knowledge of:
    • fund accounting, expenditure tracking, and general business practices to effectively monitor budgets;
    • mathematical processes and number concepts and perform simple calculations;
  • Ability to:
    • write grammatically correct routine business correspondence;
    • interact with individuals from diverse backgrounds for different purposes in different contexts
      establish and maintain cooperative working relationships;
    • work independently and follow through on assignments with minimal direction;
    • prioritize assignments to complete work in a timely manner;
    • perform effectively in environments with workload changes and competing demands with supervisor direction;
    • enter accurate data, review for accuracy, and perform functions to pull data reports;
    • maintain confidentiality when handling sensitive and personal information;
    • recognize, recommend and be an provide input of the implementation process of a more effective method for work operations;

 

Essential Functions
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Some functions listed may be more prominent than others based on the specific clerical function for a division/site.

CORRESPONDENCE: Formats and types a full range of correspondence such as memos, form letters, reports, agenda notes etc. from rough draft, transcription, department templates and/or develops own communication documents to disseminate pertinent information to customers or internal staff. Proofreads for content. Edits using knowledge of grammar, punctuation and spelling;
FILING: Designs filing systems. Organizes and maintains individual and department files (including confidential files);
REPORT GENERATION/WRITING: Compiles and generates reports from a variety of sources. Prepares narrative or statistical reports, exercising judgment in the selection of items to be included;
INTERPERSONAL: Provides excellent customer service while adhering to departments customer service guidelines. Answers routing phone calls, e-mails, and other correspondence details in a timely and consistent manner. Provides advice to callers regarding district policy and procedures (e.g. citing a regulation to solve a specific problem). Coordinates with others both within and outside of the organization on a variety of non-routine matters;
SUPPORTING ROLE: Arranges and coordinates meetings (including space, equipment, and any food arrangements). Researches, assembles and coordinates meeting materials (e.g. charts, graphs, reports). Makes travel arrangements;
OFFICE MANAGEMENT: Maintains an inventory of supplies and equipment. Orders supplies when necessary. Completes processes and maintains paperwork for purchasing (e.g. orders, requisitions, invoices, etc.). Maintains employee time and attendance records. Assists in preparing and monitoring the office budget (e.g. compiles figures, reviews statistical reports, verifies expense items). Designs and initiates new forms and procedures to facilitate workflow. Performs related duties as required;
DATA MANAGEMENT/PROOFING: Manages and enters detailed entry of specific data elements. Types with a high degree of accuracy and speed. Verifies data entered by incumbent or someone else and makes corrections as necessary;
PROCESSING: Handling (paper, records, etc.) by systematically organizing them, recording or making notations on them, following up with appropriate action;
RECORDS MANAGEMENT: Maintains and updates Document Management System software as well as computer network file environment. Understands and follows District Records Retention Schedule, record destruction policy and department procedures related to records;
SUPPORT/TRAIN/COACH: Provide support, training and coaching to staff members and other relevant customers on system related tools and processes as needed.
INDEPENDENT PROBLEM SOLVER/CRITICAL THINKER: Uses independent judgment when communicating with internal and external customers. Requires minimum supervision and direction on day to day tasks. Regularly recognizes, recommends and provides input into the implementation process of a more effective method to work operations.
TECHNOLOGY: Works with district provided hardware technology and systems using these tools to perform functions of the job. Shows an aptitude for and an interest in applying technological innovation to their work. Comfortable with using and learning new skills in areas of technology with support and training.