Job Analysis



Date of Study: June 15, 2015 – July 10, 2015

Collective Bargaining Identification: R03

Job Analysis Conducted By: Alison Torngren, Office of Workforce Planning, Department of Corrections and Rehabilitation

Number of Incumbents: There are 6 incumbents in this classification per the State Controller’s Office Filled/Vacant Position Report dated July 15, 2015.


NOTE: Each position within this classification may perform some or all of these tasks.

Task Statements:

1.  Screens students referred for a special education assessment to determine their needs (e.g. cognitive, emotional, and/or behavioral) utilizing formal/informal psycho-educational assessments, professional training, case history, observations, questionnaires, check lists, etc. as required.

2.  Conducts individual and/or small group counseling to ensure compliance with federal law (Individuals with Disabilities Education Act [IDEA]) and education codes to meet special education students needs utilizing professional training (e.g., knowledge of group dynamics, group facilitation skills, individual intervention, etc.) communication skills, experience, etc. as required.

3.  Administers psycho-educational tests to students to determine emotional and cognitive functioning and to clarify diagnostic issues utilizing appropriate standardized psycho-educational tests and professional training in psychological test administration, as needed.

4.  Scores (e.g., manually, computerized, etc.) students psycho-educational test responses to provide a basis for test interpretation utilizing testing manuals and professional training in psycho-educational test administration, as required.

5.  Interprets students psycho-educational test results based on test scores to determine emotional and/or cognitive functioning and to clarify diagnostic issues utilizing testing manuals, current published criteria, and professional training in psycho-educational test administration, as required.

6.  Participates in meetings (e.g., Individual Education Plan [IEP] teams, treatment teams, etc.) to provide information, consultation and recommendations regarding students possible areas of disability, impact to learning, educational interventions, and to fulfill administrative functions utilizing communication skills, local operating procedures, professional training, organizational skills, etc. as required.

7.  Consults with staff to define students needs and recommend interventions utilizing program knowledge, professional training, communication skills, and program experience, etc. as needed.

8.  Participates in program development with staff in order to develop and implement student IEP for special education students utilizing program knowledge and experience, professional training, communication skills, etc. as assigned.

9.  Prepares progress reports and treatment recommendations for assigned students to present to Education Rights Holders, IEP team and/or treatment team meetings in order to develop comprehensive plans and monitor students educational progress utilizing program knowledge and experience, professional training, program guidelines, student information, etc. as required.

10.  Provides training for department staff regarding Special Education processes in the correctional setting, disabilities, etc. in order to inform staff about the correctional education programs, policies and procedures, and ensure compliance with IDEA and court mandates utilizing program knowledge, professional training, communication skills, etc. as assigned.

11.  Acts as a School Psychologist consultant within the juvenile facility or to other correctional facilities and agencies [e.g., Basic Correctional Officer Academy (BCOA), etc.] to educate institutional and other staff in order to be better informed about correctional Special Education systems utilizing program knowledge, professional training, communication skills, program experience, etc. as requested.

12.  Attends professional development training (e.g., conferences, workshops, seminars, etc.) to keep current with assessments, trends, correctional education, etc. and meet licensing requirements as needed.

13.  Supervises the conduct of students to maintain facility safety and security by notifying juvenile correctional staff promptly utilizing oral and written communication when there is a serious issue of juvenile facility safety and security (e.g., suicide risks, threats against staff and youthful offenders, escape risks, etc.) as required.

14.  Secures work areas and work materials to ensure the safety and security of staff and students by inspecting premises, controlling equipment (e.g., keys, personal alarms, timers, testing materials, etc.) and disposing of sensitive material properly as required.

15.  Maintains professional standards concerning students confidentiality (e.g., securing and disposing of sensitive materials, obtaining written consent to release information, etc.) to ensure compliance with the requirements of California Education Code and relevant California statutes utilizing appropriate forms, professional training, knowledge of California statutes, etc. as required.

16.  Documents student contacts by recording (written or electronic entry) assessments, progress notes, treatment plans, chromos, etc. to provide student information to treatment providers, utilizing appropriate forms and formats, program knowledge, communication skills, etc. in accordance with program guidelines as required.

17.  Reviews/assesses student case history utilizing clinic documents, education history, court records, mental health reports, risk/needs assessment, etc. to develop an IEP and eligibility for Special Education services.

18.  Provides guidance and/or counseling to students during individual counseling for the purpose of monitoring and evaluating progress in support of the students’ IEP goals as required.

19.  Conducts comprehensive interviews (e.g., parents, teachers, etc.) utilizing motivational interviewing techniques to assist education staff in developing activities designed to promote the maximum social and emotional growth of each student in accordance with Division of Juvenile Justice (DJJ) policies and procedures as required.

20.  Collaborates with multi-disciplinary teams to provide guidance, technical review of evidenced based practices and develop new strategies and supports by providing diagnostic evaluations for students with disabilities utilizing the principles of Integrated Behavior Treatment Model (IBTM), IDEA requirements, etc. to ensure appropriate educational interventions and programs for students in accordance with the laws and regulations, DJJ policies and procedures as required.

21.  Provides guidance and/or counseling to assist the students to gain insight into their behavior patterns to promote pro-social behavior in the education environment utilizing the evidence based practices and motivational interviewing techniques in accordance with DJJ policies and procedures as needed.

22.  Supervises the conduct of students committed to DJJ to ensure safety and security of staff, and the public utilizing correctional awareness of the surroundings and various alarm systems in accordance with California Code of Regulations (CCR) Title 15, laws, regulations, and DJJ policies and procedures as required.

23.  Maintains security of working areas and work materials in DJJ facilities by ensuring compliance with mandated safety regulations, identifying and confiscating contraband, and inspecting all areas and various alarm systems, in accordance with CCR Title 15, laws, regulations, and DJJ policies and procedures, as required.

24.  Enforces compliance with IDEA to provide appropriate accommodations utilizing the medical/mental health and education data in accordance with laws and regulations, DJJ policies and procedures as required.

25.  Participates in and/or conducts in-service trainings, meetings and/or committees [i.e., Student Consultant Team (SCT), IEP, multi-disciplinary treatment team, etc.] to facility staff to ensure the principles of Special Education mandates, policies, and laws are met in accordance with DJJ policies and procedures, as required.

26.  Consults with school and/or living unit security personnel on varied and/or sensitive/complex special education matters to resolve issues, provide information, options, and/or recommendations, etc. utilizing interpersonal skills based upon knowledge of policies and procedures, etc. as needed.

27.  Interviews/counsels students to provide information about available special education, vocational, and transitional opportunities utilizing interpersonal skills, knowledge, experience, and on-site resources (e.g., class schedules, class syllabus, course descriptions, etc.), per approved regulations, policies and procedures, as requested.

28.  Counsels students as to their progress in their assigned Special Education program in order to meet their IEP educational goals utilizing the DJJ Special Education Policy, communication skills, subject matter knowledge, motivational skills, etc. on an as needed basis.

 29.  Prepares reports (i.e., Monthly Service Logs, Academic Reports, progressive discipline documentation, etc.) as required by education and facility management to obtain and/or provide statistical information and to complete reports for various agencies regarding program efficacy per Department Operations Manual (DOM) utilizing research skills, analytical skills, organizational skills, computer skills, etc. as required.

30.  Evaluates students progress and performance based upon teacher observations, assessments, completion of daily assignments, grading, student work, in order to ensure appropriate differentiated instructional practices are effective per the DOM, CCR Title 15, DJJ Education Services Policy etc. utilizing assessment skills, observational skills, communication skills, classroom management skills, teaching methodology skills, etc.

31.  Prepares effective written documents for management, staff, students, and others to provide information on Special Education programs utilizing communication tools (e.g., personal computers, electronic mail, etc.) as appropriate.

32.  Communicates in a professional and effective manner with others utilizing tact and interpersonal skills to establish and maintain effective working relationships in all situations on an ongoing basis.

33.  Develops materials/tools to train individuals/groups in the appropriate interpretation and application of Special Education policies, procedures, guidelines, laws and regulations utilizing computers, emails, communication skills, etc. on an ongoing basis.

34.  Represents the Department, in formal or informal settings, regarding Special Education matters at meetings, conferences, hearings, etc., to obtain information and/or represent the interest of the Department utilizing interpersonal skills, professionalism, knowledge, personal expertise, etc., as needed and/or upon request.

Tasks highlighted in bold text are not currently on the SPB classification specification


NOTE: Each position within this classification may perform some or all of these KSAPCs.

Knowledge of:

K1.  Basic knowledge of substance abuse issues (e.g., signs and symptoms of intoxication and withdrawal, patterns of use and abuse, etc.) in order to refer students to treatment team staff to enhance health, safety, and security.

K2.  Comprehensive knowledge of psycho-educational assessments (e.g., cognitive, emotional, behavioral, etc.) in order to assess student functioning, recommend service needs, develop reports, etc.

K3.  Basic knowledge of life span development (e.g., adolescence, young adulthood) in order to assess student need, and diagnose and plan appropriate goals and services.

K4.  Comprehensive knowledge of developmental issues (e.g., mental retardation, autism, etc.) and learning disabilities (e.g., processing disorders, etc.) in order to assess and recommend appropriate educational services.

K5.  Basic knowledge of interactions between physiological and psychological functioning (e.g., head trauma and behavior disorders) in order to develop an Individual Educational Plan (IEP).

K6.  Basic knowledge of criminal thought processes (e.g., manipulation, conning, deceitfulness, etc.) in order to recognize manifestations and intervene when appropriate.

K7.  Basic knowledge of trauma and stress reactions (e.g., intrusive thoughts, somatic complaints, sleep disorder, appetite disturbance, etc.) in order to identify their potential negative impact to the students educational progress and plan appropriate goals and services, when appropriate.

K8.  Comprehensive knowledge of crisis intervention in order to refer appropriately.

K9.  Comprehensive knowledge of suicide risk assessment and prevention (e.g., plan, means, intent, etc.) in order to protect the health and safety of students.

K10.  Comprehensive knowledge of assessing and monitoring the Activities of Daily Living (ADL) in order to evaluate students level of functioning.

K11.  Comprehensive knowledge of report writing (e.g., Psycho-Educational Reports, etc.) within an educational setting in order to communicate educational assessment results.

K12.  Comprehensive knowledge of professional consultation (e.g., consult with Treatment Team, consult with juvenile correctional staff regarding students progress etc.) in order to collaborate with treatment and youthful offender students correctional staff.

K13.  Comprehensive knowledge of federal laws (Individuals with Disabilities Education Act [IDEA]) and state laws and regulations (e.g., Mandated Reporting, etc.) related to the practice of school psychology in order to provide quality special education services in accordance with the law.

K14.  Comprehensive knowledge of individual differences and cultural diversity issues in order to provide appropriate culturally sensitive services.

K15.  Basic knowledge of departmental and juvenile correctional institutional regulations, policies, and procedures in order to maintain institutional safety and security.

K16.  Comprehensive knowledge of appropriate documentation of contacts, memoranda and chronos in order to facilitate communication with treatment providers and other staff, and to maintain accurate records.

K17.  Comprehensive knowledge of Career Technical Education (CTE)/vocational and educational programs/opportunities in order to assist students with successful integration back into their community.

K18.  Comprehensive knowledge of gender, race, religion, sexual orientation, antisocial/delinquent subcultures, disability, etc. to meet the needs of the population.

K19.  Comprehensive knowledge of the student risk/needs and rehabilitative model principles utilized in the supervision and rehabilitation of youth.

K20.  Comprehensive knowledge of the Integrated Behavioral Treatment Model (IBTM) principles to effectively provide the totality of the team approach to accomplish the mission and values of Division of Juvenile Justice (DJJ).

K21.  Basic knowledge of assessments, case planning, and interventions to address the individualized treatment needs of students.

K22.  Comprehensive knowledge of motivational interviewing techniques to relate to students to gain the interest, respect, and cooperation of youth to provide educational counseling and successfully reintegrate them back into the community and ensure public safety.

KSAPCs highlighted in bold text are not currently on the SPB classification specification

Ability to:

A1.  Organize work in order to meet job demands, deadlines, and program guidelines

A2.  Reorganize job tasks in order to respond effectively to unscheduled program changes.

A3.  Seek psychological consultation (e.g., Interdisciplinary Treatment Team, etc.) from peers and other juvenile correctional institutional staff in order to effect smooth program functioning

A4.  Provide psychological consultation (e.g., Individual Education Plan [IEP] teams, Interdisciplinary Treatment Teams, peers, and other staff in order to deliver school psychologist services within an educational setting.

A5.  Facilitate designated training to juvenile correctional institutional staff in order to meet juvenile correctional institutional training and court ordered requirements.

A6.  Conduct psycho-educational assessments and deliver required services (e.g., individual and group counseling, etc.) in order to meet IEP requirements.

A7.  Analyze situations (e.g., program issues, etc.) accurately and take appropriate action in order to deliver school psychology services within an educational setting.

A8.  Communicate effectively (e.g., orally, in writing and electronically) in order to provide information to others (e.g., professional colleagues, treatment teams, correctional staff, etc.), document contacts, record student progress, make recommendations, write reports, memos, progress notes, etc.

A9.  Document contacts (e.g., intake, individual and group counseling, etc.) for automated tracking purposes.

A10.  Score psycho-educational assessments according to published protocols in order to provide a basis for test interpretation.

A11.  Interpret psycho-educational assessment results according to published protocols in order to clarify diagnostic issues for special education service recommendations.

A12.  Conduct objective interviews in order to establish rapport, obtain meaningful data, formulate diagnoses, and guide interventions and services.

A13.  Recognize potentially dangerous situations in order to comply with juvenile correctional institutional safety and security procedures.

A14.  Establish and maintain effective working relationships in order to provide information and direction as a member of a multi-disciplinary team.

A15.  Secure the cooperation of teachers and parents in developing techniques to promote mental health in the families of students.

KSAPCs highlighted in bold text are not currently on the SPB classification specification

Personal Characteristics:

PC1.  Empathetic understanding of and interest in the problems of students at Division of Juvenile Justice (DJJ) correctional facilities in order to effectively accomplish and support the Department’s mission.

PC2.  Emotional stability in order to establish and maintain professional interpersonal relationships in the workplace.

PC3.  Patience to maintain a professional environment in a correctional education setting, to maintain self-control in stressful and dangerous situations, develop an empathetic understanding of staff and youthful offender students, adjust to changes in the institutional setting and respond to changes in custody requirements, court mandates, departmental policies and procedures, etc.

PC4.  Professional integrity in order to stay current in the field, ensure the ethical and professional treatment of youthful offenders, and to comply with departmental regulations, policies, and procedures.

PC5.  Alertness in order to maintain a safe and secure environment for self and others and to anticipate problems (e.g., harm to self or others, escapes, disruptive behavior, change in a youthful offender’s mental functioning, etc.).

PC6.  Awareness of self-limitations in order to know when to ask for assistance, consultation or clinical supervision.

KSAPCs highlighted in bold text are not currently on the SPB classification specification

Physical Characteristics:

PHC1.  Persons appointed to this position must be reasonably expected to have and maintain appropriate strength, agility and endurance to perform during physical, mental and emotional situations encountered on the job without compromising their health and well- being or that of their fellow employees or that of youthful offenders.

KSAPCs highlighted in bold text are not currently on the SPB classification specification