24-25 Occupational Therapist

Plan and provide evaluation of referred students to determine functional competencies and need for Occupational Therapy intervention based on their ability to access the curriculum and make progress on IEP. Plan intervention to eliminate or reduce problems or impairment that interfere with students' ability to derive full benefit from educational program.
QUALIFICATIONS:
Education/Certification:

• Master or Bachelor's degree in Occupational Therapy
• Valid Texas license as an Occupational Therapist granted by Texas Board of Occupational Therapy Examiners

Special Knowledge/Skills:

• Knowledge of medical information and indication for Occupational Therapy intervention
• Knowledge of procedures, activities and equipment used in Occupational Therapy to facilitate function in the school environment
• Ability to instruct students and manage their behavior
• Excellent organizational, communication and inter-personal skills
• Skilled in use of tests and measurements to assess functional skills
• Ability to interpret evaluation results to educational team, including parents
• Maintain clinical and educational updates as to best practices for occupational therapy services

EXPERIENCE:

• One year as an Occupational Therapist recommended

MAJOR DUTIES AND RESPONSIBILITIES:
Staff Support/Training

• Serve as a resource person to the learners, educators and appraisal team.
• Work collaboratively with district staff in identifying and addressing learner needs
• Advise education professionals of students' physical abilities or disabilities and the accommodations required to enhance their school performance.
• Consult with educational staff regarding the use of specialized equipment, materials, and occupational therapy services.
• Consult with district and outside personnel including private therapists and other medical staff regarding students' needs.
• Provide staff development training to assist school personnel with implementation of Occupational Therapy services.
• Consult with parents, teachers, administrators and other relevant individuals to enhance their work with students.

Assessment/Evaluation

• Evaluate learners using formal and informal measures in all areas as they relate to occupational therapy (i.e. fine motor, motor planning, sensory integration, etc.).
• Write evaluation reports for ARD Committee consideration.
• Make assistive technology and/or adaptation recommendations for the school environment.
• Participate in the Admission, Review and Dismissal (ARD) Committee to assist with the interpretation of assessment and evaluation data, appropriate placement and goal setting for students according to district procedures.

Administration

• Adhere to state, district, and school regulations and procedures.
• Write or modify individualized education plans (IEPs) for students with intellectual or physical disabilities.
• Write progress reports and present levels of academic and functional performance statements for Annual ARDs to summarize student performance, social growth, or physical development.
• Maintain thorough student records to document attendance, participation, or progress, ensuring confidentiality of all records.
• Compile, maintain, and file all reports, records, and other documents as required by law, district policy, and administrative regulations within specified timelines.
• Demonstrate respect for school equipment, materials, and property.
• Attend and participate in department meetings as required.
• Maintain confidentiality at all times in all situations.

Professionalism

• Serve as a member of the ARD Committee as needed.
• Establish and maintain open lines of communication and positive working relations by conducting conferences with learners, educators, administrators, and parents.
• Maintain a professional relationship with colleagues, learners, parents, and community members.
• Use effective communication skills to present information accurately and clearly.
• Maintain such records as are required by the position including IEP updates, ARD documents and progress reports within the timeframe required by the district.
• Maintain a positive attitude in working with learners, parents, staff, and the community.
• Display emotional maturity in contacts with learners, parents, staff, and community.
• Display dependability and punctuality in all assigned duties.
• Observe professional and ethical standards in accordance with Texas Board of Occupational Therapy Examiners Occupational Therapy Practice Act and Rules, AOTA Code of Ethics.

Professional Growth and Development

• Cooperate in the personnel evaluation process.
• Participate in district and regional in-service training, workshops, or meetings to keep abreast of current practices or trends in occupational therapy and improve job-related skills.
• Maintain current licensure by earning required CEUs.
• Provide informal input for ongoing program improvement of the district's Occupational Therapy program to the program director.
• Assist in selection of equipment and adaptive materials.

Instructional Strategies

• Utilize activities appropriate to each student's learning style.
• Manage learner behavior in accordance with the Student Code of Conduct and the student handbook, and the ARD-adopted Behavior Intervention Plan (if applicable).
• Take all necessary and reasonable precautions to protect learners, equipment, materials, and facilities.
• Adapt instructional techniques to the age and skill levels of students.
• Establish and maintain standards of behavior to create safe, orderly, and effective environments for learning.
• Plan and provide services consistent with goals contained in students' Individualized Education Program (IEP).
• Evaluate student progress and determine need for continuation of and readiness for termination of Occupational Therapy services.
• Design, construct, alter, provide and maintain students' adaptive equipment and assistive technology to promote maximum independence in the classroom/school environment.

Student Growth and Development

• Present Instruction specifically and sequentially as needed for the learner to progress toward attainment of each objective in the IEP.
• Be a positive role model for learners, and support the mission of the campus and of the school district.
• Create an environment conducive to learning and appropriate for the physical, social, and emotional development of the learner

Consultation

• Consult with the teacher on selection of instructional media, materials and equipment for learning activities based on the student's learning style and needs.
• Communicate behavioral observations and student progress reports to students, parents, teachers, or administrators.

Other

• Perform other duties as assigned by the Supervisor or designee.

Supervisory Responsibilities:

• Supervise Certified Occupational Therapy Assistant, if applicable.

WORKING_CONDITIONS:
Mental Demands/Physical Demands/Environmental Factors:

• Maintain emotional control under stress. Frequent standing, stooping, bending, pulling and pushing.
• May be required to lift and position learners with physical disabilities, manage behavior through physical restraint, assist learners who are not ambulatory, and/or use adaptive/assistive equipment.
• Frequent timeline deadlines and close monitoring of paperwork compliance require organization and focus.
• May need to participate in creative problem-solving with other members of the instructional team.
• Biologic exposure to bacteria and communicable diseases.
• Regular district-wide travel to multiple work locations as assigned.
• Capable of providing services in a variety of campus environments.
• Frequent use of computers and adaptive equipment.

START DATE: 07/29/2024