{"id":3356,"date":"2019-06-13T22:59:28","date_gmt":"2019-06-13T22:59:28","guid":{"rendered":"http:\/\/cdcr-migration.10upmanaged.com\/careers\/?p=3356"},"modified":"2020-05-07T12:46:27","modified_gmt":"2020-05-07T19:46:27","slug":"job-analysis-resource-specialist-special-education","status":"publish","type":"post","link":"https:\/\/www.cdcr.ca.gov\/careers\/2019\/06\/13\/job-analysis-resource-specialist-special-education\/","title":{"rendered":"JOB ANALYSIS: RESOURCE SPECIALIST, SPECIAL EDUCATION"},"content":{"rendered":"\n

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

Date of Study: <\/strong>June 15, 2015 \u2013 July 10, 2015<\/p>\n\n\n\n

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

Job Analysis Conducted By:<\/strong>\nAlison Torngren, 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 July 15, 2015.<\/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 Reviews\nevidence based research practices and implements courses of study and training\nprograms to assist in the Special Education Program and rehabilitation process\nof students utilizing resources (e.g., teaching methodologies, best practices,\njob market analysis, Common Core State Standards, Trade Advisory Committees\netc.) as necessary.<\/strong> <\/p>\n\n\n\n

2.\n Reviews\nprograms\/services for the special needs of the students to ensure compliance\nwith Individuals with Disabilities Education Act (IDEA), court orders,\ndepartmental policies and other appropriate regulations utilizing laws, rules,\nand court orders, etc. as required.<\/strong> <\/p>\n\n\n\n

3.\n Implements\nprograms\/services for the special needs of the students to ensure compliance\nwith IDEA, court orders, departmental policies and other appropriate\nregulations utilizing laws, rules, and court orders, etc. as required.<\/strong> <\/p>\n\n\n\n

4.\n Consults with school and\/or living unit\nsecurity personnel on varied and\/or sensitive\/complex special education matters\nto resolve issues, provide information, options, and\/or recommendations, etc.\nutilizing interpersonal skills based upon knowledge of policies and procedures,\netc. as needed. <\/p>\n\n\n\n

5.\n Monitors\nclasses\/programs and confers with staff and students to improve the methods,\ntechniques and quality of service delivery to students utilizing classroom\nobservation, review of student performance, evidence based practices, etc. in\naccordance with the Individualized Education Program (IEP) on an ongoing basis.<\/strong>\n<\/p>\n\n\n\n

6.\n Evaluates\nspecial education classes\/programs and confers with staff and students to\nimprove the methods, techniques and quality of service delivery to students\nutilizing classroom observation, review of student performance, evidence based\npractices, etc. in accordance with the IEP on an ongoing basis.<\/strong> <\/p>\n\n\n\n

7.\n Interviews\/counsels\nstudents to provide information about available special education, vocational,\nand transitional opportunities utilizing interpersonal skills, knowledge,\nexperience and on-site resources (e.g., class schedules, class syllabus, course\ndescriptions, etc.) per approved regulations, policies and procedures, as\nrequested. <\/strong><\/p>\n\n\n\n

8.\n Serves as a member of the IEP team to\nassess student special education needs and recommend programs\/services\nutilizing assessment results, educational records, input from the student,\nteachers, and other available information per departmental policy and\nprocedures, on an ongoing basis. <\/p>\n\n\n\n

9.\n Analyzes\nstudent performance data and IEP goals to determine the effectiveness of the\ncurrent academic and Career Technical Education (CTE) programs utilizing\ndatabase\/manual systems and reference materials based on knowledge, experience\nand training, per departmental policy and procedures, on an ongoing basis. <\/strong><\/p>\n\n\n\n

10.\n Reviews programs for the special needs\nof the students in order to provide them with a total education and training\nprogram per Department Operations Manual (DOM) utilizing time management\nskills, organizational skills, communication skills, and interacting with\nstudents, etc. on an ongoing basis. <\/p>\n\n\n\n

11.\n Develops programs for the special needs\nof the students in order to provide them with a total education and training\nprogram per DOM utilizing time management skills, organizational skills,\ncommunication skills, and interacting with students, etc. on an ongoing basis. <\/p>\n\n\n\n

12.\n Implements programs for the special\nneeds of the students in order to provide them with a total education and\ntraining program per DOM utilizing time management skills, organizational\nskills, communication skills, and interacting with students, etc. on an ongoing\nbasis. <\/p>\n\n\n\n

13.\n Monitors programs for the special needs\nof the students in order to provide them with a total education and training\nprogram per DOM utilizing time management skills, organizational skills,\ncommunication skills, and interacting with students, etc., on an ongoing basis.\n<\/p>\n\n\n\n

14.\n Maintains security of work areas and\nmaterials in the performance of daily activities in order to prevent escape or\ninjury by students to themselves, others, or to property utilizing resources\n(e.g. interpersonal skills, heightened awareness of the surroundings,\nknowledge, various alarm systems, etc.) per Departmental policy. <\/p>\n\n\n\n

15.\n Participates in the implementation of\ntraditional and alternative education programs to ensure service delivery as\nrequired by the IEP utilizing textbooks, supplemental materials, technology\netc. per departmental policy and procedures, on an on-going basis. <\/p>\n\n\n\n

16.\n Monitors the implementation of\ntraditional and alternative education programs to ensure service delivery as\nrequired by the IEP utilizing case notes, service logs, teacher reports, etc.\nper departmental policies and procedures, on an ongoing basis. <\/p>\n\n\n\n

17.\n Conducts formal and informal assessments\nand testing to ensure the IEP team has the information necessary to determine\nstudent academic needs, goals, and services utilizing department required\nformal assessments and other formal\/informal assessment tools, as needed. <\/p>\n\n\n\n

18.\n Supervises the conduct of the students\nwhile in the classroom on an ongoing basis in order to ensure that control and\ndiscipline are upheld per California Code of Regulations (CCR) Title 15,\nutilizing communication skills, knowledge of progressive disciplinary methods,\nclassroom management skills, etc. <\/p>\n\n\n\n

19.\n On an ongoing basis monitors all\nclassroom supplies, materials and equipment to ensure against loss, misuse, and\nthe potential use as a weapon per DOM, utilizing observation skills,\norganizational skills, classroom management skills, etc. as needed. <\/p>\n\n\n\n

20.\n Supports\nstudents IEP educational goals utilizing core curriculum and various supplemental\nresources for individual and group instruction, various teaching methodologies,\nclassroom management skills, etc. in order to fulfill educational mandates. <\/strong><\/p>\n\n\n\n

21.\n Modifies\nan individual student\u2019s IEP at least annually to address individual student\nneeds and to create a positive learning environment utilizing the students\u2019\nassessment data, teacher observations, reviewing daily assignments, etc. on a\ncontinuing basis per the IEP requirements.<\/strong> <\/p>\n\n\n\n

22.\n Counsels\nstudents as to their progress in their assigned Special Education program in\norder to meet their IEP educational goals and objectives utilizing the Division\nof Juvenile Justice (DJJ) Special Education policies, communication skills,\nsubject matter knowledge, motivational skills, etc. on an as needed basis.<\/strong> <\/p>\n\n\n\n

23.\n Maintains security of juvenile facility\nlocks, padlocks, and keys while in the classroom and on facility grounds in\norder to prevent escapes and injury to students and others and the destruction\nof property utilizing resources (i.e., DOM, laws, rules, regulations, etc.) on\na continuous basis. <\/p>\n\n\n\n

24.\n Participates as a member of an\ninterdisciplinary team to fulfill court mandates and specialized treatment\nrequirements per DOM, court cases, DJJ mission, etc. on an as needed basis\nutilizing subject matter expertise, observational skills, collaborative skills,\nwriting skills, etc. <\/p>\n\n\n\n

25.\n Prepares reports (i.e., Monthly Service\nLogs, Academic Logs, progressive discipline documentation, etc.) as required by\neducation and facility management to obtain and\/or provide statistical\ninformation and to complete reports for various agencies regarding program\nefficacy per DOM utilizing research skills, analytical skills, organizational\nskills, computer skills, etc. <\/p>\n\n\n\n

26.\n Participates in training workshops, conferences,\nin-service training, faculty meetings, and seminars in order to remain current\non new developments in the program and teaching techniques and continuing\nprofessional development per DJJ Education Services on an as needed basis\nutilizing facility resources, internet resources, communication skills, etc.<\/p>\n\n\n\n

 27.  Evaluates students progress and performance\nbased upon teacher observations, assessments, and completion of daily\nassignments, grading, student work, in order to ensure that appropriate differentiated\ninstructional practices are effective per the DOM, CCR Title 15, DJJ Education\nServices Policy etc. utilizing assessment skills, observational skills,\ncommunication skills, classroom management skills, teaching methodology skills,\netc.<\/strong> <\/p>\n\n\n\n

28.\n Searches the classroom in collaboration\nwith school security for contraband, weapons and illegal drugs to ensure a safe\nand secure environment utilizing various accountability tools, time management\nskills, observation skills, organizational skills, communication skills, etc.\nper DOM.<\/p>\n\n\n\n

 29.  Instructs students how to access and use\nmaterials, resources, and technologies (i.e., electronic calculators,\neducational software, computers, multimedia equipment, etc.) to make subject\nmatter accessible and meaningful to the students utilizing communication\nskills, teaching methodology, subject matter knowledge, etc. per court\nmandates, GED testing, etc.<\/strong> <\/p>\n\n\n\n

30.\n Prepares\neffective written documents for management, staff, students and others to\nprovide information on Special Education programs utilizing communication tools\n(e.g., personal computers, electronic mail, etc.) as appropriate.<\/strong> <\/p>\n\n\n\n

31.\n Communicates\nin a professional and effective manner with others utilizing tact and\ninterpersonal skills to establish and maintain effective working relationships\nin all situations on an on-going basis.<\/strong> <\/p>\n\n\n\n

32.\n Develops materials\/tools to train\nindividuals\/groups in the appropriate interpretation and application of Special\nEducation policies, procedures, guidelines, laws, and regulations utilizing\ncomputers, email, communication skills, etc., on an ongoing basis. <\/p>\n\n\n\n

33.\n Represents\nthe Department, in formal or informal settings, regarding Special Education\nmatters at meetings, conferences, hearings, etc., to obtain information and\/or\nrepresent the interest of the Department utilizing interpersonal skills,\nprofessionalism, knowledge, personal expertise, etc., as needed and\/or upon\nrequest.<\/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 process\nof the development and implementation of the Individualized Education Program\nto coordinate the implementation of special education services provided to\nstudents with exceptional needs.<\/p>\n\n\n\n

K2.\n Comprehensive knowledge of the\nprinciples, methods, and procedures of school organization and administration\nand ability to apply them to the Special Education Program of a juvenile\nfacility. <\/p>\n\n\n\n

K3.\n Comprehensive\nknowledge of the problems (attitudes and behaviors) involved in teaching\nstudents in juvenile facility school Special Education Programs to provide a\nsafe and effective learning environment.<\/strong><\/p>\n\n\n\n

K4.\n Comprehensive\nknowledge of academic and Career Technical Education (CTE) subjects\/programs\nand their place and value in a rehabilitative Special Education Program to\nensure the benefit of the special education student population.<\/strong><\/p>\n\n\n\n

K5.\n Comprehensive\nknowledge of the principles and techniques of educational and CTE requirements\nto provide counseling and assistance in the selection of appropriate academic\ncourses\/CTE programs for students. <\/strong><\/p>\n\n\n\n

K6.\n Comprehensive knowledge of principles\nand methods of teaching in order to provide support to the student\u2019s\ninstructional program in a juvenile facility setting. <\/p>\n\n\n\n

K7.\n Comprehensive knowledge of Special\nEducation practices and trends as applied to teaching to provide a positive\nlearning environment, motivate students, identify special education needs, and\nto communicate with other California Department of Corrections and\nRehabilitation (CDCR)\/Division of Juvenile Justice (DJJ) professional staff.<\/p>\n\n\n\n

K8. \u00a0Comprehensive knowledge of remedial teaching techniques and adapting instruction to students needs to ensure equitable participation in an educational program and to provide classroom intervention\/support in order for the students to fulfill their Individualized Education Program (IEP) and educational goals. <\/p>\n\n\n\n

K9.\n Basic<\/strong>\nknowledge of emotional problems of\nstudents in state juvenile facilities to develop students\u2019 self-esteem, a\npersonalized approach to learning, connection to the learning environment, and\nto collaborate with treatment team members as needed. <\/strong><\/p>\n\n\n\n

K10.\n Comprehensive\nknowledge of the characteristics and educational needs of the special education\nstudent population in order to train staff in Special Education, teaching\nmodalities, and differentiated instruction techniques. <\/strong><\/p>\n\n\n\n

K11.\nComprehensive knowledge of classroom\nmanagement in dealing with the special needs student population.<\/strong> <\/p>\n\n\n\n

K12.\n Basic\nknowledge of current technology in order to identify, plan, and incorporate\ntechnology in the delivery of Special Education services.<\/strong> <\/p>\n\n\n\n

K13.\n Comprehensive knowledge of Special\nEducation modern teaching theory and practice to provide direction and training\nto staff. <\/p>\n\n\n\n

K14.\n Comprehensive knowledge of Special\nEducation laws [i.e., Individuals with Disabilities Education Act (IDEA)] and\nregulations to develop legally compliant IEPs for the special education student\npopulation.<\/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 Provide\nleadership and motivation to students to improve their academic achievements,\nsense of responsibility, decision making ability, and accountability.<\/strong> <\/p>\n\n\n\n

A2.\n Motivate\nstudents to achieve academic goals and objectives, evaluate personal learning,\nand to achieve instructional competencies.<\/strong> <\/p>\n\n\n\n

A3.\n Work effectively with other subject\nmatter experts to teach techniques that enhance the active involvement of\nstudents to a variety of subject matter materials. <\/p>\n\n\n\n

A4.\n Gain\nthe interest, respect, and cooperation of students utilizing specific behavior\nmanagement strategies to demonstrate an atmosphere that is fair, firm, and\nconsistent in a classroom setting.<\/strong> <\/p>\n\n\n\n

A5.\n Develop\nsocially acceptable attitudes in students by modeling acceptance for cultural,\nracial, and individual differences in order for students to successfully\nprogram students within the juvenile facility to successfully reintegrate back\ninto society.<\/strong> <\/p>\n\n\n\n

A6.\n Communicate effectively through mutual\nrespect and two way communication, supporting relationships among staff,\nstudents, administration, and with public entities. <\/p>\n\n\n\n

A7.\n Analyze situations accurately and take\neffective action to promote classroom procedures that support student learning,\nmaintain standards for student behavior, promote social development, encourage\ngroup responsibility, and create a physical environment that engages all\nstudents. <\/p>\n\n\n\n

A8.\n Implement\nand maintain support and collaboration with education staff in order to meet\nthe educational needs of students.<\/strong> <\/p>\n\n\n\n

A9.\n Effectively\napply interpersonal and communication techniques (e.g. written, oral,\nlistening, etc.) to secure and maintain the respect and cooperation of others\n(e.g. federal, state and local agencies, staff, students etc.)<\/strong> <\/p>\n\n\n\n

A10.\n Analyze\nsituations and data correctly to develop and adopt an effective course of\naction to support students education programs and Special Education services.<\/strong>\n<\/p>\n\n\n\n

A11.\n Supervise the administration of required\nacademic testing instruments and effectively interpret to develop written\nreports of academic progress and needs. <\/p>\n\n\n\n

A12.\n Utilize\nmultiple sources (e.g., standardized and informal assessments, teacher and\ntreatment team staff reports, etc.) to develop and review IEP designed to\npromote academic achievement of special education students.<\/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

PHC1.\n Have and maintain sufficient strength,\nagility, and endurance to perform teaching duties and other duties as required\nby the institution during stressful (physical, mental, and emotional) situations\nencountered on the job without compromising the health and well- being of their\nfellow employees or that of students.<\/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: June 15, 2015 \u2013 July 10, 2015 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-3356","post","type-post","status-publish","format-standard","hentry","category-job-analysis"],"yoast_head":"\nJOB ANALYSIS: RESOURCE SPECIALIST, SPECIAL EDUCATION - 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-resource-specialist-special-education\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"JOB ANALYSIS: RESOURCE SPECIALIST, SPECIAL EDUCATION - 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