Deaf-Blind Intervener (ISD 624)
for headings, - for lists,
for prose.
We need to preserve all substantive information. Ensure we don't lose any details.
Let's extract details:
Position Information:
- Serves White Bear Lake Area Schools, Transition Education Center.
- 7 hours/day, 184 paid days per school year.
- Starting hourly pay $30.49.
- Fully benefit eligible, click here to review full contract and benefits.
Nature of Work:
- Provide daily support to deaf-blind students to facilitate learning.
- Responsibilities may include preparing educational materials and adapting them to facilitate learning; accompanying students and providing communication support; checking assistive equipment to ensure proper functioning; and providing various daily care.
Typical Class Responsibilities (list):
- Facilitates the interactions and visual/auditory communications for students who are deafblind; and develops an understanding of the individual functioning, communication, and learning styles of the deafblind students.
- Assists teachers by determining applicable instructional approaches to use to engage students in independent work; and customizes the communication of the materials to the deafblind students to optimize the learning opportunity.
- Adapts and prepares instructional materials for students.
- Maintains documentation about the students for meetings and record keeping; communicates with home caregivers as directed by case managers or classroom teachers; and participates in planning and feedback meetings.
- Assists students with health and personal need duties including checking assistive equipment for functionality, changing clothing, applying equipment (e.g. foot orthotics), bathroom assistance (e.g. washing hands, brushing teeth, and changing/toileting, etc.), eating, and transferring students to/from equipment.
- Performs other duties of a similar nature or level.
Training And Experience Requirements:
- High School Diploma or equivalent (G.E.D.)
- Two years of study at an institution of higher education (60 college credits) OR an Associate degree (or higher) OR successful completion of the Paraeducator training and assessments (District funded)
- 1 to 3 years successful experience working with adolescents and/or individuals with special needs. Other successful work experience can be considered.
Knowledge Requirements:
- Applicable principles and practices needed to support deafblind students;
- American Sign language;
- Adaptive techniques such as tactile, raised print, large print, picture symbols, braille, etc.;
- Applicable tools, specialized equipment, techniques, methods, and materials;
- Understanding of the deafblind and the cultural awareness needed to support those students;
- Customer service principles;
- Recordkeeping principles;
- Applicable local, state and federal laws, rules, and regulations;
- Computers and related software applications.
Skill Requirements:
- Analyzing and synthesizing information to be able to determine an optimal approach to communicate with the deafblind student to enhance learning and communications with staff and peers;
- Conducting needs assessments;
- Providing health and personal care support services;
- Providing customer service;
- Preparing and maintaining records;
- Applying local, state and federal laws, rules, and regulations;
- Operating a computer and applicable software applications;
- Communication, interpersonal skills as applied to interaction with subordinates, coworkers, supervisor, the general public, etc. sufficient to exchange or convey information and to receive work direction.
Physical Requirements:
- Positions in this class typically require: climbing, crouching, reaching, standing, walking, pushing, pulling, lifting, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions.
- Medium Work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.
Commitment to Equity:
- At Northeast Metro 916, equity means that everyone has access to what they need in order to learn, grow and thrive.
- Northeast Metro 916 will not discriminate against individuals based on race, color, creed, religion, national origin, sex, marital status, parental status, status with regard to public assistance, disability, age or sexual orientation.
We need to decide which sections to include. The allowed headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule.
We have content for About the role (nature of work). Responsibilities (typical class responsibilities). Requirements (training and experience). Skills (knowledge and skill requirements). Benefits (benefit eligibility). Pay (starting hourly pay). Schedule (hours/day, days per year). Qualifications maybe not needed; we could omit if no specific content besides requirements. Physical Requirements and Commitment to Equity are not in allowed headings; we could possibly fold them into Requirements or Skills? But they are not exactly qualifications. However we must preserve ALL substantive information. If we cannot place them under allowed headings, we might need to create a section with a heading not in list? The instruction says: use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It implies we should use those headings only; but we could also use other headings? It says "use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." That suggests those are the allowed headings; we should not create other headings. So we need to fit Physical Requirements and Commitment to Equity into one of those categories. Perhaps we can put Physical Requirements under Requirements (as part of job requirements). Commitment to Equity could be under About the role or Requirements as well (as part of organization's commitment). But we must preserve all info; we can include them as paragraphs under those sections.
Thus:
- About the role: paragraph about supporting deaf-blind students (Nature of Work). Could also include commitment to equity? Might be better to keep equity separate but we can add a paragraph under About the role about equity commitment.
- Responsibilities: list of duties (including typical class responsibilities and nature of work details). We'll combine.
- Requirements: include training and experience requirements, physical requirements (maybe as sublist). Could also include knowledge? But knowledge is more like skills. We'll put knowledge and skill requirements under Skills.
- Skills: list of knowledge requirements and skill requirements.
- Benefits: statement about benefit eligibility.
- Pay: starting hourly pay.
- Schedule: hours/day and days per year.
We must not repeat job title. No extra fluff.
Now craft HTML.
We'll produce:
About the role
Incumbents are responsible for providing daily support to deaf‑blind students to facilitate learning. At Northeast Metro 916, equity means that everyone has access to what they need in order to learn, grow and thrive; the district does not discriminate based on race, color, creed, religion, national origin, sex, marital status, parental status, public assistance status, disability, age, or sexual orientation.
Responsibilities
- Prepare educational materials and adapt them to facilitate learning.
- Accompany students and provide communication support.
- Check assistive equipment to ensure proper functioning.
- Provide various daily care (e.g., changing clothing, applying equipment such as foot orthotics, bathroom assistance, eating, transferring students to/from equipment).
- Facilitate interactions and visual/auditory communications for deaf‑blind students and develop an understanding of each student’s functioning, communication, and learning styles.
- Assist teachers by determining applicable instructional approaches to engage students in independent work and customize communication of materials to optimize learning opportunities.
- Adapt and prepare instructional materials for students.
- Maintain documentation for meetings and record keeping; communicate with home caregivers as directed by case managers or classroom teachers; participate in planning and feedback meetings.
- Perform other duties of a similar nature or level.
Requirements
- High School Diploma or equivalent (G.E.D.).
- Two years of study at an institution of higher education (60 college credits) OR an Associate degree (or higher) OR successful completion of the Paraeducator training and assessments (district funded).
- 1 to 3 years of successful experience working with adolescents and/or individuals with special needs; other successful work experience may be considered.
- Physical demands: climbing, crouching, reaching, standing, walking, pushing, pulling, lifting, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions; medium work – exerting up to 50 lb occasionally, up to 20 lb frequently, or up to 10 lb constantly to move objects.
Skills
- Know
for prose. We need to preserve all substantive information. Ensure we don't lose any details. Let's extract details: Position Information: - Serves White Bear Lake Area Schools, Transition Education Center. - 7 hours/day, 184 paid days per school year. - Starting hourly pay $30.49. - Fully benefit eligible, click here to review full contract and benefits. Nature of Work: - Provide daily support to deaf-blind students to facilitate learning. - Responsibilities may include preparing educational materials and adapting them to facilitate learning; accompanying students and providing communication support; checking assistive equipment to ensure proper functioning; and providing various daily care. Typical Class Responsibilities (list): - Facilitates the interactions and visual/auditory communications for students who are deafblind; and develops an understanding of the individual functioning, communication, and learning styles of the deafblind students. - Assists teachers by determining applicable instructional approaches to use to engage students in independent work; and customizes the communication of the materials to the deafblind students to optimize the learning opportunity. - Adapts and prepares instructional materials for students. - Maintains documentation about the students for meetings and record keeping; communicates with home caregivers as directed by case managers or classroom teachers; and participates in planning and feedback meetings. - Assists students with health and personal need duties including checking assistive equipment for functionality, changing clothing, applying equipment (e.g. foot orthotics), bathroom assistance (e.g. washing hands, brushing teeth, and changing/toileting, etc.), eating, and transferring students to/from equipment. - Performs other duties of a similar nature or level. Training And Experience Requirements: - High School Diploma or equivalent (G.E.D.) - Two years of study at an institution of higher education (60 college credits) OR an Associate degree (or higher) OR successful completion of the Paraeducator training and assessments (District funded) - 1 to 3 years successful experience working with adolescents and/or individuals with special needs. Other successful work experience can be considered. Knowledge Requirements: - Applicable principles and practices needed to support deafblind students; - American Sign language; - Adaptive techniques such as tactile, raised print, large print, picture symbols, braille, etc.; - Applicable tools, specialized equipment, techniques, methods, and materials; - Understanding of the deafblind and the cultural awareness needed to support those students; - Customer service principles; - Recordkeeping principles; - Applicable local, state and federal laws, rules, and regulations; - Computers and related software applications. Skill Requirements: - Analyzing and synthesizing information to be able to determine an optimal approach to communicate with the deafblind student to enhance learning and communications with staff and peers; - Conducting needs assessments; - Providing health and personal care support services; - Providing customer service; - Preparing and maintaining records; - Applying local, state and federal laws, rules, and regulations; - Operating a computer and applicable software applications; - Communication, interpersonal skills as applied to interaction with subordinates, coworkers, supervisor, the general public, etc. sufficient to exchange or convey information and to receive work direction. Physical Requirements: - Positions in this class typically require: climbing, crouching, reaching, standing, walking, pushing, pulling, lifting, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions. - Medium Work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. Commitment to Equity: - At Northeast Metro 916, equity means that everyone has access to what they need in order to learn, grow and thrive. - Northeast Metro 916 will not discriminate against individuals based on race, color, creed, religion, national origin, sex, marital status, parental status, status with regard to public assistance, disability, age or sexual orientation. We need to decide which sections to include. The allowed headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We have content for About the role (nature of work). Responsibilities (typical class responsibilities). Requirements (training and experience). Skills (knowledge and skill requirements). Benefits (benefit eligibility). Pay (starting hourly pay). Schedule (hours/day, days per year). Qualifications maybe not needed; we could omit if no specific content besides requirements. Physical Requirements and Commitment to Equity are not in allowed headings; we could possibly fold them into Requirements or Skills? But they are not exactly qualifications. However we must preserve ALL substantive information. If we cannot place them under allowed headings, we might need to create a section with a heading not in list? The instruction says: use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It implies we should use those headings only; but we could also use other headings? It says "use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." That suggests those are the allowed headings; we should not create other headings. So we need to fit Physical Requirements and Commitment to Equity into one of those categories. Perhaps we can put Physical Requirements under Requirements (as part of job requirements). Commitment to Equity could be under About the role or Requirements as well (as part of organization's commitment). But we must preserve all info; we can include them as paragraphs under those sections.
Thus:
- About the role: paragraph about supporting deaf-blind students (Nature of Work). Could also include commitment to equity? Might be better to keep equity separate but we can add a paragraph under About the role about equity commitment.
- Responsibilities: list of duties (including typical class responsibilities and nature of work details). We'll combine.
- Requirements: include training and experience requirements, physical requirements (maybe as sublist). Could also include knowledge? But knowledge is more like skills. We'll put knowledge and skill requirements under Skills.
- Skills: list of knowledge requirements and skill requirements.
- Benefits: statement about benefit eligibility.
- Pay: starting hourly pay.
- Schedule: hours/day and days per year.
We must not repeat job title. No extra fluff.
Now craft HTML.
We'll produce:
About the role
About the role
Incumbents are responsible for providing daily support to deaf‑blind students to facilitate learning. At Northeast Metro 916, equity means that everyone has access to what they need in order to learn, grow and thrive; the district does not discriminate based on race, color, creed, religion, national origin, sex, marital status, parental status, public assistance status, disability, age, or sexual orientation.
Responsibilities
- Prepare educational materials and adapt them to facilitate learning.
- Accompany students and provide communication support.
- Check assistive equipment to ensure proper functioning.
- Provide various daily care (e.g., changing clothing, applying equipment such as foot orthotics, bathroom assistance, eating, transferring students to/from equipment).
- Facilitate interactions and visual/auditory communications for deaf‑blind students and develop an understanding of each student’s functioning, communication, and learning styles.
- Assist teachers by determining applicable instructional approaches to engage students in independent work and customize communication of materials to optimize learning opportunities.
- Adapt and prepare instructional materials for students.
- Maintain documentation for meetings and record keeping; communicate with home caregivers as directed by case managers or classroom teachers; participate in planning and feedback meetings.
- Perform other duties of a similar nature or level.
Requirements
- High School Diploma or equivalent (G.E.D.).
- Two years of study at an institution of higher education (60 college credits) OR an Associate degree (or higher) OR successful completion of the Paraeducator training and assessments (district funded).
- 1 to 3 years of successful experience working with adolescents and/or individuals with special needs; other successful work experience may be considered.
- Physical demands: climbing, crouching, reaching, standing, walking, pushing, pulling, lifting, fingering, grasping, feeling, talking, hearing, seeing, and repetitive motions; medium work – exerting up to 50 lb occasionally, up to 20 lb frequently, or up to 10 lb constantly to move objects.
Skills
- Know