American Sign Language Interpreter

PURPOSE: To support student learning by providing interpreting services for students who are hearing, deaf, or hard of hearing with a variety of manual and verbal communications systems.

Hours: 6.5 hrs/day
Schedule: Monday - Friday
Contract Status: Regular/ Probationary
FLSA Status: Non-exempt - Classified
Start Date: As soon as possible
Calendar: 181 Work Days
Rate: Starting at $30.22 with Benefits
Retirement Contribution: Corvallis School District participates in the Oregon Public Employee Retirement System (PERS and OPSRP) on behalf of its employees. Upon eligibility, the district contributes 6% of an employee’s salary to their Individual Account Program (IAP). Eligibility is defined as working at least six full calendar months in a qualifying position. Part-time employees working at least six months and 600 hours in a calendar year will qualify.

Notes:

• Open until filled with earliest review possible being February 7th, 2025 .
• Multiple positions open
• Must meet the Oregon requirements for interpreting
• ASL interpreters needed for Kathryn Jones Elementary, Mountain View Elementary, and Garfield Elementary School.
• Spanish/English preferred at Garfield

ESSENTIAL DUTIES AND RESPONSIBILITIES: GENERAL PERFORMANCE REQUIREMENTS:

• Interpret the spoken English language into American Sign Language for student(s) and vice versa using a variety of manual and verbal communication systems.
• Interpret information accurately, conveying the thought, intent and spirit of the speaker in a manner appropriate to the communication needs of the participant.
• Interpret in all academic situations and in all student service areas.
• Interpret for students, parents, and other professionals at conferences, IEP meetings, and other school sponsored activities.
• Utilize planning time to meet with teachers and staff as deemed appropriate by the educational team and/or supervisor.
• Maintains high standards and expectations for students in a manner that encourages independent learning and personal growth.
• Prepare, preview and study subjects to be interpreted to research vocabulary and appropriate terminology to provide an accurate, appropriate interpretation.
• Provide academic assistance under the direction of the teacher.
• Understand the student’s hearing loss and the effect of this loss on speech, language and cognitive development and apply that knowledge when providing academic assistance.
• Have an awareness of, and help identify student goals and objectives for the IEP.
• Attend IEP and/or educational team meetings either as an interpreter or as a participant of the team, but not as both.
• Assist in educating students, staff and other regarding hearing loss.
• Encourage positive relationships among deaf/hearing impaired and hearing peers, and staff.
• Performs other related duties as assigned.

QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Hold at minimum an Associate’s degree from an Interpreter Education Program or in a related educational field or
  • Achieve a passing score on the EIPA written test.
• Requires specialized training and certification:
  • Achieve a passing score of 3.5 or above on the EIPA Performance Test to hold a RID recognized certification (NIC, CI, CT, etc.).
• Ability to work rapidly, neatly and accurately at highly detailed and repetitive tasks.
• Ability to communicate effectively, both orally and in writing.
• Ability to understand and implement the school/program’s instructional goals and carry out work assignments in a manner that supports those goals.
• Ability to interact effectively and collaboratively with individuals and groups of all ages.
• Ability to work independently.
• Ability to effectively perform multiple, simultaneous tasks with numerous interruptions.
• Proficient in use of classroom/program equipment and technology.
• Ability to obtain specialized training as required.
• Ability to travel among district facilities as needed; if driving, the ability to meet district driving standards.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to talk and hear. The employee is regularly required to sit, reach with hands and arms (occasionally reaching above the shoulder) and use hands to finger, handle, or feel objects, tools, or controls. The employee is required to occasionally walk (occasionally on an uneven surface), stand and stoop, kneel, or crouch. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception and the ability to adjust focus.

The employee may drive approximately .5 to 1.0 hour per day and regularly must lift, move, and/or carry up to 25 pounds, occasionally lift and/or move up to 50 pounds.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment could be usually low to occasionally moderate.

NOTE: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify, or delete any aspect of this (or the position itself) at any time as it deems advisable.

The Corvallis School District does not discriminate on the basis of age, citizenship, color, disability, gender expression, gender identity, national origin, parental or marital status, race, religion, sex, or sexual orientation in its programs and activities, and provides equal access to designated youth groups. The following persons have been designated to handle inquiries regarding discrimination: Rynda Gregory, Human Resources Administrator and Title IX Coordinator: rynda.gregory@corvallis.k12.or.us, 971-217-6309; Melissa Harder, Assistant Superintendent and Title II Oversight: melissa.harder@corvallis.k12.or.us; Sabrina Wood, Special Education Coordinator and ADA Title II Complaints: sabrina.wood@corvallis.k12.or.us

El Distrito Escolar de Corvallis no discrimina en base a la edad, nacionalidad, color, discapacidad, expresión de género, identidad de género, origen nacional, situación de los padres o de su estado civil, raza, religión, sexo u orientación sexual en sus programas y actividades, y proporciona igualdad de acceso a los grupos de jóvenes designados. Las siguientes personas han sido designadas para atender las consultas relacionadas con la discriminación:Rynda Gregory, Administradora de Recursos Humanos y Coordinadora de Título IX: rynda.gregory@corvallis.k12.or.us, 971-217-6309; Melissa Harder, Superintendente Asistente y Supervisora del Título II: melissa.harder@corvallis.k12.or.us; Sabrina Wood, Coordinadora de Educación Especial y Quejas de Título II de Americanos con Discapacidades (ADA por sus siglas en inglés): sabrina.wood@corvallis.k12.or.us