Occupational Therapist (repost)

Job Title:School-Based Occupational Therapist
Location:Assigned School
Job Group:Non-Union Support
Pay Level:Non-Exempt, Grade 35
Reports to:School Principal and Executive Director of Educational Support Services
Summary: Functions as part of a team to evaluate and diagnose the need for related occupational therapy services for students. Provides related services to students and the student's team members according to the student's Individual Educational Plan (IEP) and the District's instructional programs. Assists students through therapy, consultation, and technology, to gain or enhance motor, coordination gestures/movements for communication and performance of daily activities in the attainment of curriculum/learning goals.
Essential Duties and Responsibilities:
Evaluates and diagnoses the occupational capabilities of referred students.
Determines the student's capabilities and readiness of such skills as: fine motor, attention, social/emotional resilience, self-care skills, spatial orientation for math and handwriting, and assimilation of new learning.
Identifies and authenticates the eligibility of students for related occupational therapy as appropriate and in compliance with state and federal law.
Recommends appropriate assistive technology tools to improve student's ability to access the general education curriculum.
Collaborates with colleagues, parents, and others in the development of an IEP when appropriate.
Plans, develops, delivers, and monitors treatment programs for assigned students.
Provides individual and/or small group intervention sessions for students with identified occupational needs.
Responsible for requesting and maintaining needed assistive technology, equipment and supplies related to occupational therapy services.
Maintains confidential records on all referred students, and student/parent contact in accordance with District procedures, and state and federal requirements.
Provides thorough and timely reports, data, and information, as requested by the Principal, Director of Educational Support Systems, or designee.
Evaluates the services provided and the extent to which students achieve learning objectives as outlined in the student's IEP.
Maintains a positive and orderly learning environment.
Maintains professional competence and knowledge of best practices in pediatric occupational therapy for identification, assessment, and diagnostic techniques through readings, attendance at conferences, workshops, memberships in professional organizations, and other relevant activities in accordance with district guidelines.
Collaborates with others and serves as a resource and/or consultant to parents, students, and school personnel on topics related to occupational performance.
Interprets the occupational therapy/consultation services to school personnel, parents, and the community. Attends IEP meetings, team meetings, and other meetings as assigned or as appropriate.
Develops and conducts in-service programs to inform classroom teachers of the goals and objectives of the occupational therapy program and/or assistive technology for the school setting.
Confers with the classroom teachers as requested concerning any educational needs of the students receiving occupational therapy.
Makes available to teachers, instructional ideas that are appropriate for students within the classroom situation.
Informs parents of their child's need for occupational therapy services as required by federal and state statutes and provides advice to these parents when appropriate.
Assists in appropriate referrals of individuals to agencies and specialists in the community.
Participates as an active member of the District Clinical Team in addressing the occupational therapy needs of all students in a Multi-Tiered System of Support.
May perform other work related responsibilities as assigned.
General Responsibilities: Supervises students and may supervise paraprofessionals and other staff member activities. Monitors student discipline through appropriate behavior management techniques. Assists administration in establishing and maintaining school-based discipline and a positive learning environment. The ability to perform duties with awareness of all District requirements and School Board policies and Special Education guidelines, rules, and regulations is essential. Regular attendance in accordance with the established work schedule is required.
Qualification Requirements: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are typical of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Education and/or Experience: Bachelor's Degree, Master's Degree preferred from an educational program accredited by the ACOTE. Demonstrated skill in working with students with disabilities is required. Working knowledge of Special Education state and federal guidelines, regulations, and laws is essential. Knowledge and experience with behavioral strategies, accommodations and interventions for students with emotional/behavioral challenges.
A total of 20 hours of continuing competence shall be earned in a two-year renewal period. An occupational therapist who is renewing his or her license for the first time after initial licensure is subject to a 10-hour continuing competence requirement per full year of licensure.
Certificates, Licenses, Registrations: Current Vermont Occupational Therapy license.
Language Skills: Ability to read, analyze, and interpret general periodicals, professional journals, procedures, or governmental regulations. Ability to write reports, correspondence, and assist in the development of IEP plans. Ability to effectively present information and respond to questions from students, parents, staff, and the public. Ability to use a variety of assessments for student work. Ability to communicate effectively with students, parents, colleagues, administration, and the greater school community.
Mathematical Skills: Ability to work with mathematical concepts such as probability and statistical inference, fundamentals of algebra, and geometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
General Reasoning Ability: Ability to assess situations, solve problems, cope with a variety of situations where limited standardization exists, and implement decisions is required. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
Other Skills and Abilities: Ability to apply knowledge of current research and theory specific to assigned instructional academic programs; ability to plan and implement plans based on school objectives and the needs and abilities of assigned students. Fluency in technology with data and communication systems and the ability to keep current on such technology. The ability to learn and train others in the use of adaptive technology as required by individual student needs. Ability to establish and maintain effective relationships with students, peers, and parents; skill in oral and written communication is essential. The ability to manage time effectively is required.
Physical Demands The physical demands described here represent 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 stand, walk, sit, bend, kneel, sit on lower surfaces, speak, see, and hear. Regularly required to climb or descend stairs and perform tasks requiring manual dexterity such as to operate technology and perform daily manual tasks. While performing the duties of this job, the employee may occasionally run, push, or lift up to 40 lbs. such as books, backpacks, equipment, or assist in the mobilization of students. The employee is directly responsible for safety, well-being, or work output of other people. Specific vision abilities required by the job include close vision such as to read handwritten or typed material, peripheral vision, and the ability to adjust focus. The position requires meeting deadlines and working with others.
Emotional Demands: The individual must be able to work with others in a collegial and cooperative manner, must show acceptable interpersonal skills and follow directions of school leadership. The position requires the individual to meet multiple demands from several people and interact with the public and other staff. The incumbent must also model appropriate professional behavior and positive attitudes at all times. The ability to work independently at times, assuming responsibilities and demonstrating initiative is a must.
Work Environment: The work environment characteristics described here represent 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 is moderate to loud. Duties are primarily performed indoors and at times outdoors.
Terms of Employment: Per established guidelines
Evaluation: Annually
Date Approved:7/19/21 JG

The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual currently holding this position and additional duties may be assigned. The Board reserves the right to waive the essential requirements contained in this job description.