Buckeye Elementary School District

CATEGORY: Classified, Exempt

TITLE:  Occupational Therapist

REPORTS TO:   Executive Director of Special Programs 

 

SUPERVISES:   COTA

 

JOB DESCRIPTION: Deliver Occupational Therapy services in the educational setting on behalf of students who are limited by physical impairments or illness, psychosocial dysfunction, developmental or learning disabilities, socioeconomic and cultural differences in order to achieve optimum functional performance, maximize independence, prevent disability, and maintain health; to include evaluation, treatment, environmental, modification, consultation, training and program monitoring.

 

JOB QUALIFICATIONS:

• Accredited college graduate or technical training program for Occupational Therapy


• Valid AOTCB certification; valid license issued by the Arizona Board of Occupational Therapy Examiners as an Occupational Therapist (OT)


• Valid Arizona driver's license


• Developmental, pediatric of school-based experience preferred


• Ability to contribute and participate in the assessment, intervention, and documentation process


• Ability to effectively communicate (verbal and written)


• Ability to work independently and to establish and maintain effective and cooperative working relationships with district personnel and other team members

ESSENTIAL FUNCTIONS: (Essential functions, as defined under the Americans with Disabilities Act, may include any of the following tasks, knowledge, skills, and other characteristics. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all duties and responsibilities performed by incumbents of this class.) 

 

PERFORMANCE RESPONSIBILITIES:

Generally include the following, other duties may be assigned:

• Use standardized measures and clinical observation skills for evaluation of students to assist teams in the identification of students with potential educational disabilities


• Write reports to describe assessment data


• Attend regularly schedule planning meetings for students, teams and schools; Maintain documentation in a timely manner including therapy notes, IEP paperwork, evaluation reports, and Medicaid billing


• Communicate regularly with team members and parents, working collaboratively to develop and implement effective and appropriate educational plans


• Utilize current evidenced based practice and maintain effective progress monitoring methods


• Monitor the implementation of educational relevant programs to enhance performance or maintain health by Health Aides or other instructional staff


• Knowledge of disabling conditions that occur before and after birth and their effects on students with special needs related to educational performance


• Knowledge of the educational system and its critical components including federal and state regulations and ethical/legal responsibilities applying to occupational therapists in the educational setting


• Knowledge of major theories, treatment procedures and research relevant to providing occupational therapy services for children (age 3-22) with disabilities


• Ability to assess the functional performance of students with disabilities within the school environment. This would include identifying, comparing, selecting, and administering appropriate evaluations


• Ability to interpret assessment results appropriately and use the results to develop therapeutic intervention plans and classroom strategies appropriate to the educational setting. This could include adaptive equipment, assistive technology devices and outside professional consultation


• Ability to communicate effectively (both orally and in writing) with educational personnel, parents, local and state agencies, and the community at large


• Ability to engage in consensus decision-making as part of the IEP process in order to develop appropriate IEP goals and objectives


• Ability to plan and implement intervention strategies using a continuum of service delivery approaches in accordance with student needs in the least restrictive environment


• Ability to evaluate, modify, and document the effectiveness of occupational therapy intervention as it relates to the student's education program


• Ability to facilitate transition among agencies, programs, and professionals as service provision changes (early intervention to preschool, preschool to school age, and school to work)


• Evidence of continuing educational efforts to enhance skills, expertise and professional knowledge as it relates to job performance. This could include such areas as adaptive equipment and assistive technology, training and supervision of other staff, administration, time management, and evidence based interventions


• Knowledge of applicable Federal, State, County and City Statutes, rules, policies and procedures


• Knowledge of applicable BESD departmental policies and procedures


• Skill in establishing and maintaining effective working relations with co-workers, vendors, students, parents, the general public and others having business with the school district


• Skill in operating a personal computer utilizing a variety of software applications


• Supervise COTAs


• Performs other duties as assigned   

PHYSICAL REQUIREMENTS: The physical demands described here are representative of those which 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 frequently required to stand and talk or hear and sometimes walk and sit. While performing the duties of this job, the employee may occasionally push or lift up to fifty (50) pounds, such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and to interact with the public and other staff.

 

WORKING 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 is moderate to moderately high during the school day. There may be periods of recurring stress in the performance of this job. 

 

EVALUATION: Performance to be evaluated in accordance with Board policy on evaluation of support staff members