Job Title: District ELL Assessment Team - Speech, Language and Hearing Specialist

Job Title:

District ELL/ Assessment Team– Speech, Language & Hearing Specialist

Date Completed:

May 2008

San Diego / Imperial County Schools JPA

Job Analysis

This job analysis is representative of the position. When used for a specific employee, this job analysis must bereviewed with the employee and supervisor and any differences noted on an Addendum page. This analysis is not meant to be a comprehensive description of this position’s duties, but an aid in determining an individual’s ability to perform the essential functions of the job, with or without accommodation.

Section I

Job Summary: The primary purpose of the English Language Leaner (ELL)/Assessment Team speech, language and hearing specialist is to facilitate the varying needs of ELL students referred to the Pupil Personnel Office by school Building Level Assessment teams (BLAT’S) for specialeducation consideration by conducting assessments, counseling and conferencing with students or parents in the students dominant language. This position is under the guidance and direction of the Director, Pupil Personnel and immediately responsible to the Director, Pupil Personnel and school principal while on school site.

Essential Functions / Tasks:

Act as liaison between individual school assessment teams and the District Pupil Personnel Office in assisting with the most appropriate speech and language evaluation and recommendation for ELL children with unique needs. Such services to include:
Consultation prior to an Individualized Education Program (IEP), if applicable.
Evaluation and determination of most appropriate recommendations.
Attendance at IEP meetings for ELL children.
Continued speech and language reevaluation of the ELL students in accordance with State and Federal law. Such evaluations include:
Comprehensive reevaluation of continuing ELL students in special programs at least every three years.
Conferences with parents when requested by school BLAT’s, initiated by parents or the Pupil Personnel Office to explain the ongoing evaluation and/or progress of the special education child.
Provide supportive services for the School District, including:
Consultation in English and/or Spanish.
Providing of translators, as requested, if other than Spanish/English
Individual and group counseling, seminars or workshops, as time allows.
Parent information and/or guidance conferences.
Assistance with IEP writing.
Maintaining contact with outside agencies.
Provide speech and/or language therapy for ELL children who qualify (legally and linguistically) for these services.
Complete reports, both local and State, as required.
Establish and maintain case records.
Confer with parent to gain maximum effectiveness from therapeutic services.
Work with teachers to coordinate the education of the speech handicappedchild.
Provide periodic evaluation, at least annually, for each child enrolled in the program and recommend dismissal of children to the IEP Team.
Refer children to other professional personnel and agencies in the school and community, as appropriate.
Perform basic attendance accounting, as required.
Maintain professional competency through participation in in-service education and self-selected professional growth activities.
Attend regular and special meetings called by the Director, Pupil Personnel.
Ensure appropriate goals and objectives are specified in the IEP of each pupil who is eligible to receive speech and language services.

Non-Essential Functions / Tasks:

Perform other duties as requested.

Qualifications:

Education: Licenses & Certificates:

X / HS Equiv. / X / High School Diploma / X / Certification / CA Teaching Credential
College / X / College Degree
Other:

Knowledge of:

Citizenship, basic communication skills, and other general elements of the course of study specified in state law, administrative regulations, procedures and the Mission Statement of the District.

Skills/Ability to:

Use copier machine, overhead projector, telephone, computer, instructional tools including TV, VCR (on carts) and whiteboard
Perform the physical demands of the position

Physical Demands Frequency Definitions Based on an 8-hour day:

N = Never = 0%

S = Seldom = 1 - 10% ( < 45 minutes)

Oc = Occasionally = 11 - 33% (Up to 3.0 hours)

F = Frequently = 34 - 66% (Up to 6 hours)

C = Continuously = 67 - 100% (More than 6 hours)

Section II

A. Physical Demands

Frequency / Maximum interval / Essential Job Functions / Additional Information
Sitting: / F / 1.5 hrs / All / Speech therapy, computer work, phone
Walking: / Oc / 5 - 10 min / All / Instructing, supervising students
Standing: / Oc / 20 min / All / Instructing, supervising, observing
Stooping/Bending: / S - Oc / seconds / 2,4 / Leaning over students, picking up supplies
Squatting/Crouching: / S - Oc / 1 min / 2,4 / Assisting students, picking up items
Climbing/Balancing: / S / seconds / 2,4 / Stool, stairs
Kneeling: / N / N/A
Twisting Back: / S / seconds / All / Assisting students, obtaining supplies
Neck Flexion/Rotation: / F / seconds / all / Looking down, side, up
Other:

Comments/Examples:

Lifting Lbs. / Frequency / Height / Essential Job Functions / Description / Examples
0 – 10 / Oc / Waist / All / Books, teaching materials, paper
11 - 25 / Oc / Waist / All / In rare cases, lifting a student during tantrum or emergency situations
26 – 50 / N
51 – 75 / N
76 – 100 / N
100 + / N
Assistance may be available for over lbs.
Comments:
Carrying Lbs. / Frequency / Distance of Carry / Essential Job Functions / Description / Examples
0–10 / Oc / 10 – 30 ft / All / Books, teaching materials, paper
11–25 / Oc / 10 - 30 ft / All / Books, teaching materials, paper
26–50 / N
51–75 / N
76–100 / N
100+ / N
Assistance may be available for over lbs.
Comments:

B.Limb Coordination Activities

Both / Either / Frequency / Essential Job Functions / Description/ Examples
2,4,6 / Doors, drawers
Pushing & Pulling / X / X / S
All / Writing, phone, computer work
Fingering/Fine Manipulation / X / X / F
All / Books, telephone, papers, supplies
Handling/Simple Grasping / X / X / Oc
Power/Firm Grasping / X / X / N
2,4,6 / Writing on board, pointing to charts, dancing
Reach Above Shoulder / X / X / S - Oc
2,4,6 / Writing on board, working with students
Reach at Shoulder / X / X / Oc - F
All / Desk work, writing, telephone, computer work
Reach below Shoulder / X / X / F
1,2,3,4,6 / Turn computeron/off, assistive learning device equipment
Hand Controls / X / X / S
Driving to other school sites
Foot Controls / X / X / S - Oc

Comments

C. Specific Auditory or Visual Requirements:

Hearing: / Communicate with students, staff, public; telephone, emergency signals, student speech
Visual: / Near / Yes / Color /

Yes

/ Peripheral vision: No
Distant / Yes / Depth /

Yes

D. Environmental Conditions

Yes / No / Description/Examples
Drive cars/truck, forklifts or other moving equipment / X
Working near hazardous equipment/machinery / X
Walking on uneven ground / X
Exposure to dust, gas or fumes / X / Dust
Exposure to noise (Required to wear ear protection) / X
Exposure to vibration / X
Exposure to extremes in temperature or humidity / X
Work at heights / X
Exposure to biohazard materials such as sewage / X
Other (identify)
Hazards:

Behavior and Cognitive Demands Frequency Definitions : Based on an 8-hour day

N = Never = 0%

S = Seldom = 1 - 10% ( < 45 minutes)

Oc = Occasionally = 11 - 33% (Up to 3.0 hours)

F = Frequently = 34 - 66% (Up to 6 hours)

C = Continuously = 67 - 100% (More than 6 hours)

G. Behavior and Cognitive Components

Essential or Non-Essential / # Essential Function/
Frequency
E / Ability to comprehend and follow instructions
Maintain attention and concentration
Understand written or oral instructions / C
E /

Ability to perform simple and repetitive tasks

Ask simple questions or request assistance
Perform activities of a routine nature
Remember work procedures and locations / F
E /

Ability to maintain work pace and accuracy

Perform activities within a given schedule; prioritize work load effectively
Perform tasks with consistency, accuracy meeting precise standards / C
NE /

Ability to synthesize, analyze complex data,

Perform complex tasks requiring highly technical skills
Perform high level cognitive, interpretive or judgment skills / N

E

/ Ability to perform work activities requiring negotiating, explaining or persuading skills
Ability to influence people (selling type skills)
Convince or direct others
Interact appropriately with public and vendors / Oc
E /

Ability to manifest interpersonal skills sufficient for getting along with others

Ability to work closely with others on a team
Respond appropriately to direction, evaluation, or criticism / C
NE /

Ability to work alone effectively under stress or in situations dangerous to self or others

Apply basic problem solving techniques
Make independent decisions or judgments / S
NE / Ability to plan, direct, control, evaluate and supervise others
Set realistic goals
Prioritize work load of others effectively / S

Section III

Job analysis was prepared or reviewed by:

Print Name / Signature / Position / Date
Judy K. Lemm, RN, BS. COHN-S / Consultant / 05/19/2008