Occupational Therapist

Join us at Villages of California where we envision a world where our youth can thrive.

A Little Bit About Us:

We are a team of professionals who imagine a world where students are equipped with the skills and knowledge to help themselves; where each student is given the professional support to overcome their unique challenges and realize their academic and personal potential. We have created a team-based approach beyond the traditional client/therapist treatment setting where we provide more than what families and their children were receiving in weekly therapy sessions. We hope to continue to make strides for individuals and their families struggling with mental health issues and academic challenges. Join us and let's work together to help our youth thrive.

A Little Bit About You:

You are:

• A licensed occupational therapy professional who believes every student can build the skills they need to participate fully in their school day.

• Skilled at translating clinical observation into practical, classroom-ready strategies that teachers and instructional aides can actually use.

• Comfortable working with students who have significant behavioral, emotional, and developmental needs, and patient with the pace of progress.

• A clear and collaborative communicator who can explain occupational therapy concepts to IEP teams, families, and district partners without jargon.

• Organized and dependable with documentation, service tracking, and deadlines, because a student's IEP-mandated services depend on it.

• Adaptable and creative, able to make good therapeutic use of the space, equipment, and time available on a school campus.

• A team player who sees yourself as one part of a multidisciplinary program serving the whole student.

You Will Help Our Youth Thrive By:

Direct Occupational Therapy Services

• Providing occupational therapy services to assigned NPS students in full accordance with the service type, frequency, duration, and setting specified in each student's Individualized Education Program (IEP).

• Delivering individual and small-group intervention addressing fine and gross motor skills, visual-motor and visual-perceptual skills, handwriting and written output, sensory processing and self-regulation, motor planning, and activities of daily living as they affect access to the educational program.

• Embedding therapy into naturally occurring school routines and classroom activities whenever it will better support skill generalization.

• Recommending, fitting, and training students and staff on adaptive equipment, positioning supports, and assistive technology that support classroom access and independence.

• Monitoring student response to intervention and adjusting therapeutic approaches based on observed progress and data.

Assessment & IEP Participation

• Conducting occupational therapy assessments for initial, annual, and triennial IEP reviews using appropriate standardized and non-standardized tools, clinical observation, record review, and staff and family input.

• Preparing written assessment reports and present levels of performance that are clear, defensible, and delivered in advance of the IEP meeting per program timelines.

• Developing measurable, educationally relevant occupational therapy goals and recommending appropriate service levels and accommodations.

• Attending and actively participating in IEP meetings, amendments, and multidisciplinary team meetings as scheduled, including presenting assessment findings and progress toward goals.

• Contributing occupational therapy input to transition planning, behavior intervention planning, and other IEP components where sensory or motor factors are relevant.

Collaboration & Consultation

• Consulting with teachers, instructional aides, behavior staff, clinicians, and administrators on sensory strategies, environmental modifications, and classroom supports.

• Coaching and training school staff so that recommended strategies are implemented consistently across the school day.

• Partnering with families to share progress, reinforce strategies at home, and answer questions about occupational therapy services.

• Coordinating with the referring school district and district personnel regarding service delivery, assessment, and IEP matters as directed by the Principal.

• Collaborating with other related-services providers to ensure services are complementary rather than duplicative.

Documentation, Service Tracking & Compliance

• Maintaining accurate, timely, and legible service logs, treatment notes, and progress reports in accordance with program requirements, professional standards, and applicable regulations.

• Tracking delivery of IEP-mandated service minutes, promptly reporting any missed or at-risk services, and scheduling and documenting make-up sessions.

• Completing progress reporting on the program's reporting calendar and in advance of scheduled IEP meetings.

• Safeguarding student records and maintaining confidentiality in accordance with FERPA, HIPAA, and program policy.

• Supporting program compliance with California Department of Education nonpublic school certification requirements as they relate to related services.

Professional Responsibilities

• Maintaining current California licensure and national certification in good standing, and completing all required continuing education.

• Practicing within the scope of occupational therapy practice as defined by the California Board of Occupational Therapy and adhering to the AOTA Code of Ethics.

• Completing all required Villages of California trainings, including safety and crisis response training as assigned, and participating in staff meetings and professional development.

• Modeling professionalism, cultural responsiveness, and trauma-informed interaction with students, families, and colleagues.

• Performing other duties as assigned consistent with the scope and level of the position.

What You'll Need To Be Successful In This Role:

Education

• Master's degree in Occupational Therapy from a program accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) required. A Doctor of Occupational Therapy (OTD) is also accepted.

Licensure & Credentials

• Current, active Occupational Therapist license issued by the California Board of Occupational Therapy required.

• Current certification by the National Board for Certification in Occupational Therapy (NBCOT) required.

• Maintenance of licensure and certification is a condition of employment.

• Current CPR and First Aid certification required, or must be obtained within the program's required timeframe after hire.

• Must pass background checks, including Live Scan fingerprint clearance, and meet all school-site clearance and health screening requirements.

• Proof of TB clearance required prior to student contact.

Experience

• Experience providing occupational therapy services in a school-based or pediatric setting preferred.

• Experience assessing students and writing occupational therapy goals within the IEP process preferred.

• Experience serving students with significant emotional, behavioral, developmental, or learning disabilities preferred.

• New graduates who meet all licensure and certification requirements will be considered.

Other Requirements

• This is a part-time, non-exempt position. Accurate and timely recording of all hours worked, including meal and rest periods, is required.

• Availability during school instructional hours, aligned with the NPS program calendar, is required.

• Spanish bilingual skills preferred but not required.

SUPERVISORY RESPONSIBILITIES

The incumbent in this position has no formal supervisory responsibilities but may provide guidance and support to interns, trainees, or newer staff as assigned.

KNOWLEDGE, SKILLS, AND ABILITIES

To perform this position successfully, you must be able to perform each essential duty and responsibility satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform essential duties and responsibilities.

• Knowledge of occupational therapy theory, assessment tools, and intervention approaches as applied in educational settings.

• Knowledge of sensory processing, motor development, self-regulation, and their relationship to educational access and participation.

• Working knowledge of the IEP process, special education timelines, and the role of related services under IDEA.

• Ability to write clear, accurate, and professionally defensible assessment reports, goals, and progress notes.

• Ability to consult effectively with educators and paraprofessionals and to build their capacity to implement strategies independently.

• Ability to manage a caseload, prioritize competing demands, and meet deadlines with minimal supervision.

• Ability to maintain composure and respond appropriately to student behavioral escalation in accordance with program protocols.

• Proficiency with electronic documentation systems, email, and standard office software.

• Ability to interact respectfully and effectively with students, families, and colleagues of diverse cultural and linguistic backgrounds.

PHYSICAL/MENTAL DEMANDS

The physical demands described are representative of those that must be met by an employee to perform the essential duties and responsibilities of this position successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform essential duties and responsibilities.

• Frequently sitting, standing, walking, kneeling, crouching, squatting, and working at floor level or at student height.

• Frequently reaching, bending, twisting, and using hands and fingers for fine motor tasks and manipulation of therapeutic materials.

• Occasionally lifting, carrying, or moving therapy equipment and materials weighing up to 25 pounds.

• Physically assisting with student positioning, transfers, and use of adaptive equipment as needed and as trained.

• Sufficient vision, hearing, and speech to observe and assess students and to communicate with students, staff, and families.

• Sustained mental focus, sound clinical judgment, and emotional regulation while working with students who may present with behavioral or emotional dysregulation.

WORK ENVIRONMENT

• Work is performed at a single Villages of California nonpublic school campus.

• Services are delivered in classrooms, therapy or treatment spaces, and other school settings, including outdoor areas.

• The environment is an active school setting with moderate to occasionally high noise levels and frequent interruptions.

• Work may involve exposure to student behaviors including physical aggression, elopement, and emotional escalation.

• Schedule follows the NPS program instructional calendar; occasional schedule adjustments may be required to accommodate IEP meetings.

• Reasonable accommodations will be made to enable individuals with disabilities to perform essential duties.

ACKNOWLEDGMENT

I understand the knowledge, skills, and abilities required to perform the essential duties and responsibilities of this position satisfactorily. I certify that I have received a copy of the Position Description that pertains to my employment.

____________________________________________________

Employee Signature Date