{"id":3255,"date":"2019-06-13T18:54:07","date_gmt":"2019-06-13T18:54:07","guid":{"rendered":"http:\/\/cdcr-migration.10upmanaged.com\/careers\/?p=3255"},"modified":"2019-06-13T18:54:07","modified_gmt":"2019-06-13T18:54:07","slug":"job-analysis-language-speech-and-hearing-specialist","status":"publish","type":"post","link":"https:\/\/www.cdcr.ca.gov\/careers\/2019\/06\/13\/job-analysis-language-speech-and-hearing-specialist\/","title":{"rendered":"JOB ANALYSIS: LANGUAGE, SPEECH AND HEARING SPECIALIST"},"content":{"rendered":"\n

BACKGROUND INFORMATION<\/strong><\/h2>\n\n\n\n

Date of Study: <\/strong>November 9, 2015 \u2013 January 21, 2016<\/p>\n\n\n\n

Collective Bargaining\nIdentification: <\/strong>R03<\/p>\n\n\n\n

Job Analysis Conducted By:<\/strong>\nChristy Aguilar, Office of Workforce Planning,\nDepartment of Corrections and Rehabilitation<\/p>\n\n\n\n

Number of Incumbents: <\/strong>There are 3 incumbents in this classification per the\nState Controller\u2019s Office Filled\/Vacant Position Report dated December 23,\n2015.<\/p>\n\n\n\n

EDITED TASK LISTING<\/strong><\/h2>\n\n\n\n

NOTE:\nEach position within this classification may perform some or all of these\ntasks.<\/em><\/strong><\/p>\n\n\n\n

Task Statements:<\/em><\/strong><\/h3>\n\n\n\n

1.\n Obtain necessary data of students to\nevaluate communicative competence utilizing a variety of standardized testing\ninstruments for the assessment and diagnosis in language, speech and hearing\ndeficiencies, in accordance with the Individuals with Disabilities Education\nAct (IDEA), as required. <\/p>\n\n\n\n

2.\n Assist in the development and evaluation\nof the Individual Education Program (IEP) for disabled students to provide\ninformation, consultation and recommendations regarding possible areas of\ndisability, impact to learning and educational interventions utilizing oral and\nwritten communication, professional training and organizational skills, in\naccordance with IDEA, as required. <\/p>\n\n\n\n

3.\n Work closely with teachers and school\npsychologists to maximize the learning of students in the development and\nmodification of IEP for students with special needs related to language, speech\nand hearing deficits utilizing knowledge of classroom dynamics, group\nfacilitation skills, program knowledge and professional standards, in accordance\nwith IDEA, as required. <\/p>\n\n\n\n

4.\n Develop for individual students special\nsupport services related to their specific disabilities utilizing data from the\nassessment and evaluation of language, speech and hearing skills, to establish\nspecific intervention plans based upon the analysis of overall performance\nlevels across all communicative parameters, in accordance with IDEA, as\nrequired. <\/p>\n\n\n\n

5.\n Act as an expert resource to the local\nsite assessment team regarding communication deficits among students utilizing\noral, written and public speaking skills, knowledge of special education\neligibility requirements and timelines to inform staff about the correctional\neducation programs, policies and procedures, in accordance with IDEA, as\nrequired. <\/p>\n\n\n\n

6.\n Provide in-service training in specific\nareas related to language, speech and hearing disabilities to facilitate\nawareness of the impact of communicative deficits on students associated with\neducational and treatment progress utilizing oral, written and public speaking\nskills, under the direction of the supervisor, as required. <\/p>\n\n\n\n

7.\n Generate necessary reports for the IEP\nteam to develop the education plan for students utilizing various software\nprograms, in accordance with IDEA, as required.<\/p>\n\n\n\n

8.\n Control all material and equipment which\nmay be used as potential weapons to maintain the safety and security of the\nfacility and the public utilizing oral and written communication to promptly\nnotify correctional staff when a potential compromise to the facility\u2019s safety\nand security is recognized, in accordance with Department Operational Manual\n(DOM) and Title 15, as required. <\/p>\n\n\n\n

9.\n Supervise the conduct of students to\nprevent escapes and injury to themselves or others or to property by inspecting\nlocks maintaining keys and communicating with correctional staff utilizing\nintercom systems, personal alarms, email, telephone etc., in accordance with\nDOM and Title 15, on an on-going basis. <\/p>\n\n\n\n

10.\n Inspect premises for contraband such as\nweapons or illegal drugs to maintain the security of working areas and work\nmaterials in Division of Juvenile Justice (DJJ) facilities utilizing visual\ninspection in accordance with DOM and Title 15, as required. <\/p>\n\n\n\n

11.\n Plan\nprograms, strategies and techniques for students with language, speech and\nhearing disabilities to assist in the Special Education Program and\nrehabilitation process utilizing resources (e.g., teaching methodologies,\nCommon Core State Standards, Trade Advisory Committees, etc.) in accordance\nwith IDEA and DOM, as necessary.<\/strong> <\/p>\n\n\n\n

12.\n Implement\nprograms, strategies and techniques for students with language, speech and\nhearing disabilities to assist in the Special Education Program and\nrehabilitation process utilizing resources (e.g., teaching methodologies,\nCommon Core State Standards, Trade Advisory Committees, etc.) in accordance\nwith IDEA and DOM, as necessary.<\/strong> <\/p>\n\n\n\n

13.\n Design\nindividualized programs based upon student assessments for the special needs of\nstudents to address deficits of content, form and function of language and\nspeech utilizing therapy materials designed or developed to address aural\nrehabilitation, speech articulation, semantics, syntax, phonology, morphology\nand\/or social pragmatics, in accordance with IDEA, as required.<\/strong> <\/p>\n\n\n\n

14.\n Administer\nlanguage and speech tests, scales and language samples to students to determine\ncommunicative competence for the parameters of speech articulation, semantics,\nsyntax, phonology, morphology and\/or social pragmatics utilizing normative data\nbased on chronological age or grade level, in accordance with IDEA, as\nrequired.<\/strong> <\/p>\n\n\n\n

15.\n Coordinate\nand implement behavior management techniques for students to increase the\neffectiveness of therapeutic language, speech and hearing interventions\nutilizing Integrated Behavior Treatment Model strategies and the Disciplinary\nDecision Making System, in accordance with DOM, as required.<\/strong> <\/p>\n\n\n\n

16.\n Provide\ndirect\/indirect instructional services to stimulate and\/or improve the\ncommunication behavior of students with communication disorders utilizing\ntherapy materials designed or developed to address aural rehabilitation, speech\narticulation, semantics, syntax, phonology, morphology and\/or social\npragmatics, in accordance with IDEA, as required.<\/strong> <\/p>\n\n\n\n

17.\n Identify\nthe need for formal and comprehensive language, speech and hearing assessment\nfor students based upon screening results in order to address deficits of\ncontent, form and function of language and speech utilizing formal\/informal\nlanguage and speech screening instruments and audiometers, in accordance with\nIDEA, as required.<\/strong> <\/p>\n\n\n\n

18.\n Respond\nto inquiries and provide information concerning program activities and student\nprogress to students, parents, education and treatment staff, and DJJ Review\nCommittees utilizing oral communication skills, postal mail, email or the\nSpecial Education Information System (SEIS), in accordance with IDEA and DOM,\nas required.<\/strong> <\/p>\n\n\n\n

19.\n Consult\nwith faculty, administrators, and specialists concerning the language, speech\nand hearing needs of students in formal and informal meetings (e.g., case\nconferences, DJJ Review Committees, IEP meetings, etc.) utilizing oral and\nwritten communication, in accordance with IDEA and DOM, as required.<\/strong> <\/p>\n\n\n\n

20.\n Monitor\nstudents with language speech and hearing disabilities to evaluate and track\nstudent progress utilizing Subjective, Objective, Analysis and Plan (SOAP)\nnotes, clinical note-taking, and\/or charting, in accordance with California\nBusiness and Professions Code, Section 2530.2, as required. <\/strong><\/p>\n\n\n\n

21.\n Develop\nlesson plans consistent with established educational goals and objectives for\nstudents to address deficits of content, form and function of language and\nspeech utilizing clinical data and the SEIS, in accordance with IDEA, as\nrequired.<\/strong> <\/p>\n\n\n\n

22.\n Prepare\nformal progress reports and provide other appropriate information for inclusion\nin the cumulative records of students utilizing student interviews, clinical\ndata and the SEIS, in accordance with IDEA, as required.<\/strong> <\/p>\n\n\n\n

23.\n Plan\nand coordinate the work of paraprofessionals and volunteers to implement\nspecial education programs for students with language, speech and hearing\ndisorders utilizing oral and written communication in accordance with the\nprofessional standards defined and delineated in the California Business and\nProfessions Code Section 2530.2, on an on-going basis.<\/strong> <\/p>\n\n\n\n

24.\n Prepare\nforms, records and reports for planning, directing, conducting and supervising\nhabilitation and rehabilitation programs for students with language, speech and\nhearing disorders utilizing research, analytical skills, organizational skills,\netc. in accordance with IDEA, as required.<\/strong> <\/p>\n\n\n\n

25.\n Work\ncooperatively with principals, district administrators, and supervisors to\nimplement special education programs for students with language, speech and\nhearing disorders utilizing interpersonal skills, professionalism, knowledge,\npersonal expertise, etc., in accordance with IDEA and DOM, as needed<\/strong>. <\/p>\n\n\n\n

26.\n Collaborate\nwith Language, Speech and Hearing Specialists and administrators in the\ndevelopment of curricular materials and procedures to promote uniformity in the\npractice of language, speech and hearing services utilizing formal and informal\nmeetings, email, PowerPoint presentations, etc., in accordance with IDEA and\nDOM, as required.<\/strong> <\/p>\n\n\n\n

27.\n Represent\nthe Education Services Branch (EBS), in formal or informal settings, regarding\nspecial education matters, to obtain information and\/or represent the interest\nof EBS, utilizing interpersonal skills, professionalism, knowledge, personal\nexpertise, etc., in accordance with IDEA and DOM, as needed. <\/strong><\/p>\n\n\n\n

28.\n Serves\nas a member of the IEP team to assess students\u2019 special education needs to\nprovide the recommendation of programs and services utilizing assessment\nresults, educational records, input from students, parents, teachers and other\navailable information, per departmental policy and procedures and IDEA, on an\nongoing basis.<\/strong> <\/p>\n\n\n\n

29.\n Consult\nwith staff to provide information about sensitive\/complex special education\nmatters in order help resolve issues and provide recommendations utilizing\ninterpersonal skills, educational records, input from teachers, etc., in\naccordance with IDEA and DOM, as needed.<\/strong> <\/p>\n\n\n\n

30.\n Prepare\nand post therapy schedules for administrators and colleagues to facilitate the\nefficient and timely use of office space, personnel and other resources\nutilizing research, analytical, organizational and computer skills, in\naccordance with DOM, on an on-going basis.<\/strong> <\/p>\n\n\n\n

31.\n Serve\nas a member on committees\/focus groups to prepare written reports that document\nthe school\u2019s endeavors and progress toward continued\naccreditation\/reaccreditation with the Western Association of Schools and\nColleges utilizing PowerPoint, word-processing and graphics software, in\naccordance with Education Service Policy, as required.<\/strong><\/p>\n\n\n\n

Tasks\nhighlighted in bold text are not currently on the SPB classification\nspecification<\/em><\/p>\n\n\n\n

EDITED KSAPC LISTING<\/strong><\/h2>\n\n\n\n

NOTE: Each position within this classification may perform\nsome or all of these KSAPCs.<\/em><\/strong><\/p>\n\n\n\n

Knowledge of:<\/em><\/strong><\/h3>\n\n\n\n

K1.\n Comprehensive knowledge of the trends\nand techniques of language, speech and hearing assessment, evaluation and\nintervention to facilitate the development and implementation of special\neducation services for students with communication disorders. <\/p>\n\n\n\n

K2.\n Comprehensive knowledge of language,\nspeech and hearing assessments (e.g., language, fluency, auditory and\naudiometric, etc.) in order to assess student function, recommend service\nneeds, and develop reports. <\/p>\n\n\n\n

K3.\n Comprehensive knowledge of literature in\nthe field of special education pertaining to language, speech and hearing\ndisorders to facilitate an awareness of current trends and\norganizational\/professional positions associated with therapeutic interventions\nand best practices within the discipline. <\/p>\n\n\n\n

K4.\n Comprehensive\nknowledge of the legal and procedural aspects of the Individual Education\nProgram (IEP) to facilitate the appropriate implementation of special education\nservices provided to students with exceptional needs.<\/strong> <\/p>\n\n\n\n

K5.\n Basic\nknowledge of the legal and procedural aspects of a Section 504 Plan to\nfacilitate the implementation of educational accommodations provided to\nyouthful offender students with a significant limitation in a major life\nactivity (e.g., learning, communicating, hearing, etc.).<\/strong> <\/p>\n\n\n\n

K6.\n Basic knowledge of teaching methodology\nand classroom strategies for students with communication disorders to maximize\nthe effectiveness of instruction and treatment in light of the communication\ndeficit(s). <\/p>\n\n\n\n

K7.\n Comprehensive\nknowledge of professional consultation strategies in order to collaborate with\nstudent\u2019s treatment team and correctional staff.<\/strong> <\/p>\n\n\n\n

K8.\n Comprehensive\nknowledge of federal Individuals with Disabilities Education Act (IDEA), and\nstate laws and regulations related to the practice of speech pathology in order\nto provide quality special education services. <\/strong><\/p>\n\n\n\n

K9.\n Comprehensive\nknowledge of appropriate documentation of contacts, memoranda and chronos in\norder to facilitate communication with treatment providers and juvenile\ncorrectional staff, and to maintain accurate records.<\/strong> <\/p>\n\n\n\n

K10.\n Basic\nknowledge of trauma based issues of youthful offender students in state\njuvenile facilities to develop students\u2019 self-esteem, a personalized approach\nto learning, and to collaborate with treatment team members as needed.<\/strong> <\/p>\n\n\n\n

K11.\n Basic\nknowledge of departmental and juvenile correctional institutional regulations,\npolicies and procedures in order to maintain institutional safety and security.<\/strong><\/p>\n\n\n\n

KSAPCs\nhighlighted in bold text are not currently on the SPB classification\nspecification<\/em><\/p>\n\n\n\n

Ability to:<\/em><\/strong><\/h3>\n\n\n\n

A1.\n Apply professional knowledge in\ndeveloping assessment and intervention plans to maximize the educational\nprogress of students with language, speech and hearing disorders. <\/p>\n\n\n\n

A2.\n Reason logically to identify and\nimplement a best practice model of service delivery in developing\nindividualized language, speech and hearing interventions. <\/p>\n\n\n\n

A3.\n Establish rapport with colleagues and\ndisabled students to facilitate a clear understanding of the nature and scope\nof language, speech and hearing assessment and intervention. <\/p>\n\n\n\n

A4.\n Think creatively and independently to\nmaximize clinical efficiency and effectiveness in the practice of language,\nspeech and hearing interventions. <\/p>\n\n\n\n

A5.\n Analyze situations accurately and take\neffective action to arrive at the best possible outcome for any given\nsituation. <\/p>\n\n\n\n

A6.\n Communicate effectively, both orally and\nin writing, in order to describe assessment results and therapeutic\ninterventions. <\/p>\n\n\n\n

A7.\n Plan\nand prioritize work projects to meet deadlines, in order to ensure compliance\nwith legal timeframes in accordance with IDEA.<\/strong> <\/p>\n\n\n\n

A8.\n Develop\nand implement sound contingency plans in order to maintain clinical\neffectiveness in the face of a highly dynamic work environment.<\/strong><\/p>\n\n\n\n

KSAPCs\nhighlighted in bold text are not currently on the SPB classification\nspecification<\/em><\/p>\n\n\n\n

Physical Characteristics:<\/em><\/strong><\/h3>\n\n\n\n

PC1.\n Persons appointed to positions in this\nclass must be reasonably expected to have and maintain sufficient strength,\nagility, and endurance to perform during stressful (physical, mental and\nemotional) situations encountered on the job without compromising their health\nand well-being or that of their fellow employees or that of inmates.<\/p>\n\n\n\n

KSAPCs\nhighlighted in bold text are not currently on the SPB classification\nspecification<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

BACKGROUND INFORMATION Date of Study: November 9, 2015 \u2013 January 21, 2016 Collective Bargaining Identification: R03 Job Analysis Conducted By: […]<\/p>\n","protected":false},"author":43,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"hide_featured_image_on_mobile":false,"hide_featured_image_on_post_details":false,"footnotes":""},"categories":[2],"class_list":["post-3255","post","type-post","status-publish","format-standard","hentry","category-job-analysis"],"yoast_head":"\nJOB ANALYSIS: LANGUAGE, SPEECH AND HEARING SPECIALIST - CDCR Careers<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.cdcr.ca.gov\/careers\/2019\/06\/13\/job-analysis-language-speech-and-hearing-specialist\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"JOB ANALYSIS: LANGUAGE, SPEECH AND HEARING SPECIALIST - 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