Job Title: Occupational Therapist

Reports to: Director of Special Education

Job Summary: Current and valid license with OT, PT, and AT Board. Prior Experience in a school setting is preferred. Experience assessing and selecting assistive technology in a school setting. Experience in IDEA policy and procedures. Experience implementing appropriate therapy under the direction of an Occupational Therapist.

Qualifications:

Bachelor’s or Masters Degree in Occupational Therapy or related field. Certified by the National Board for Certification in Occupational Therapy (NBCOT). Conduct Occupational Therapy for students in an educational setting. Under the direction of the Director of Special Education, the Occupational Therapist provides educational occupational therapy services to students (birth through age twenty-one) and IEP team members. The Occupational Therapist is responsible for the proper interpretation and performance of essential duties and responsibilities.

• Experience in developing and implementing a variety of behavior strategies and interventions for effective programming, including functional behavioral assessments.

• Experience implementing strategies for improving social skills.

• Thorough knowledge of school rules, regulations, and procedures; ability to establish and maintain standards of behavior.

• Ability to deliver and articulate oral presentations and written reports.

• Ability to effectively analyze needs and problems objectively. 

• Ability to establish and maintain effective working relationships with children, students, parents, staff, administration, and the general public.

• Performs all other related work delegated or required to accomplish the objectives of the total school program.

• Knowledge of relevant technology including the use of technology such as i-pads to individualize instruction.

• Must have the ability and proven ability to report to work on a regular and punctual basis.

• Maintains and troubleshoots assistive equipment; communicates effectively in oral and written form.

• Reacts with flexibility and sensitivity to changing situations and needs.

• Organizes and prioritizes work.

• Effectively carry out written and oral instructions; maintain cooperative work relationships.

• Ability to adapt to changing work priorities; and communicate with diverse groups.

• Ability to read and comprehend instructions.

• Ability to write correspondence and effectively present information as required.

• Ability to apply common sense understanding to carry out written or oral instructions.

• The ability to guide and facilitate delicate conversations between students, parents, and school administrators.

• Curiosity about learning and teaching.

• A desire to help students with special needs.

• Maintains confidentiality.

• Meet deadlines and schedules.

• Work as part of a team; work with detailed information/data; maintain effective working relationships; and translate therapy data into meaningful educational activities.

• Utilize specialized equipment in communication disorders

• Health examination for new employees part-time or full-time:

1. Chapter 122 Article 24-5 of the Illinois School Code mandates that School boards shall require new employees to provide evidence of physical fitness to perform duties assigned and freedom from communicable disease, including tuberculosis. Such evidence shall consist of a physical examination a tuberculin test and, if appropriate, an x-ray. The cost of such examination shall rest with the employee.

2. Must have a physical examination prior to employment.

3. Must pass a comprehensive drug screening.

4. Must pass a comprehensive criminal background check.

Job Responsibilities:

• Conduct school-based Occupational Therapy Evaluation of students with a qualifying disability, [IDEA, Section 602 (3) (A)(ii)], referred for OT services using standardized testing and clinical observations to assess a student's functional participation in school roles, routines, and activities.

• Conduct an Occupational Therapy Screen and suggest interventions to be used with students identified within the educational environment who are "at risk" for developing difficulties significant enough to require intervention in the future.

• Identify those students for whom Occupational Therapy intervention is required to assist a child with a disability to benefit from their special education.

• Participate in collaboration as a member of an educational team to develop an Individual Educational Program and educationally relevant goals for students with disabilities.

• Using best practices, individually design and implement occupationally related interventions, respecting activity demands and client factors, to promote enhanced performance skills, patterns, and outcomes within the school environment.

• Prepare relevant reports including but not limited to Occupational Therapy Evaluation or Screen, Intervention Plan selected specialized standardized tests such as Sensory Profile School Companion, Occupational Therapy Progress Report for Annual Case Review, and daily progress notes.

• Provide training to classroom teacher(s) and paraprofessional(s) with the provision of developmentally appropriate instructional activities, exercises, and/or programming that will enhance the student's ability to achieve his or her IEP goals.

• Establish and maintain contact with the school principal, guidance counselor, social worker, special and regular education teacher(s), professional team members, paraprofessional(s), student, and student's caregivers about the student's therapeutic intervention, ongoing progress, outcomes, and goals.

• Travel, as required by the assigned caseload, from school to school within District 147.

• Community School Cooperation area to provide services to qualified students.

• Order equipment necessary for the student's success in the school environment.

• Screens and/or evaluates students who have been referred to occupational therapy in the areas of fine motor performance, coordination, postural stability, perceptual-motor performance, sensory processing and self-regulation, and activities of daily living/functional skills (such as written productions and classroom tool use) with emphasis on the present level of performance as related to academic functioning.

• Train special and general education staff, parents, and other team members on specific interventions.

• Consult and collaborate with teachers and other specialists regarding appropriate motor

• activities, self-help skills, sensory needs, adaptations, and special equipment or assistive devices as necessary.

• Implement educational plans as described on individual IEP/IP/IFSP and provide information for building staff as needed.

• Provides monitoring, consultation, and direct or indirect occupational therapy for selected students who are eligible for such services.

• Maintains close communication with classroom teachers, other staff, and parents concerning student’s performance.

• Maintains accurate records of students evaluated and served in occupational therapy programs; including assessment results, IEP progress, and other documentation or reports as needed.

• Participates in designated team meetings, individual education plan conferences, and periodic reviews involving assessment, programming, and reevaluation decisions.

• Schedules occupational therapy evaluation and service times/locations with teachers and building principals.

• Develops and provides formal and informal in-service programs for teachers and parents regarding occupational therapy.

• Maintain appropriate records and reports. Collect data on progress on goals and objectives for each student and meet all required timelines.

• Conduct assessments, and comprehensive report results, and follow Minnesota state criteria in area(s) of special education eligibility as well as mandated timelines.

• Acts as liaison between the school district and community agencies, doctors, and hospitals as needed to provide collaborative occupational therapy services.

• Orders and maintains equipment and check out system.

• Designs, orders, or constructs adaptive equipment assistive devices, and other classroom support items.

• Participates in in-services and organizational meetings for Special Services.

• Participates in professional development by attending in-services, workshops, conferences, and classes.

• Maintains close communication with the Director of Special education.

• Promotes school and community awareness of occupational therapy.

• When requested, serves on school district and/or community policy-making committees in an advisory capacity.

• Complies with School Board policies and all state/federal rules and regulations.

• Completes all district and state reporting requirements.

• Adheres to the ethical standards and codes of the profession and the established rules, regulations, and laws governing special education programs. 

• Maintains regular attendance and punctuality.

• Assists other personnel as may be required to ensure an efficient and effective working environment.

• Performs other duties as assigned.

Terms of Employment: Confidential, Exempt 12-month (260 days) Employee.

Salary: Competitive compensation commensurate with experience and approved by the Board of Education.

Evaluation: Evaluated annually by the Director of Special Education.