Occupational Therapist
Purpose Statement
To enable students who have conditions that are mentally, physically, developmentally, or emotionally disabling to improve their ability to perform tasks in their daily living and working environments.
This position reports to Director of Special Services & Building Principal
Essential Functions
Appreciates the worth and dignity of each individual and treats each one with respect and tolerance.
Assists teachers in identifying, implementing, and evaluating sound educational programs for their students.
Assists teachers, administrators, and students in identifying, implementing, and evaluating learning and occupational programs within the school setting.
Assess students’ abilities to perform activities and design treatment programs.
Uses physical exercises to help students increase strength and dexterity.
Consults with administrators, teachers, parents, and other special services personnel in coordinating programs necessary for maintaining a student’s progress in the educational setting.
Uses activities to help students improve visual acuity and the ability to discern patterns.
Uses technology to help students improve decision-making, abstract reasoning, problem-solving, memory, sequencing, coordination, and perceptual skills as necessary.
Design, make, or recommend special adaptive equipment needed at school and home.
Maintains up-to-date case records on all students serviced to include input on IEP goals and progress monitoring.
Report progress monitoring of IEP goals for each of the four academic quarters.
Consult with outside agencies and other professionals concerning the evaluation and/or treatment of individual students.
Administer, interpret, and report data and information through formal and informal assessment of individuals and groups of students to appropriate personnel and agencies.
Provides schedules and caseloads of students served to building principals and the special education director.
Lead small group instruction for early intervention of students who may or may not be on an Individual Education Plan (IEP).
Participates in Student Intervention Team (SIT) meetings where the presence of a school occupational therapist is desirable or essential.
Provides in-service training for teachers, parents, or other staff involved in the referred student’s educational program.
Interprets the District’s occupational services to educators and parents.
Consults with the Director of Special Services in identifying effective educational programs, materials, and procedures which would complement the aims and goals of the School District.
Conducts appropriate research and keeps abreast of new developments in the field.
Maintains appropriate confidentiality when entrusted with personal information pertaining to students or staff members.
Knowledge of and being prepared to act in accordance to district and school emergency procedures.
Participates in in-service training programs as requested.
Follows district policies and procedures.
Attend necessary IEP meetings include evaluation, review/revision of, etc.
Performs such other duties as may be assigned by the Director of Special Services such as extended school year services, supervision of activities, etc.
Other Functions
Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating specialized equipment used in the treatment of communication disorders; operating standard office equipment including pertinent computer software; and preparing and maintaining accurate records.
KNOWLEDGE is required to perform algebra and/or geometry; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: anatomy and physiology of speech and hearing mechanisms and disorders; principles and practices of speech and language treatment; speech and language delays; disorders and treatment; and pertinent codes, policies, regulations and/or laws.
ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and use job related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and utilize job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; utilizing specialized equipment in communication disorders; maintaining confidentiality; meeting deadlines and schedules; working as part of a team; working with detailed information/data; maintaining effective working relationships; and translating therapy data into meaningful educational activities.
Qualifications
Eligible for Wyoming Certification.
Possess knowledge of physiological, psychological, emotional, and educational behavioral development of children.
Possess developmentally appropriate management skills which include discipline as well as recordkeeping and assessment abilities.
Possess technological and assessment abilities.
Possess problem-solving, imagination, patience, reasoning, creativity, judgment, and analytical abilities.
Such additions and /or alternatives to the above qualifications as the Board and administration may find appropriate and acceptable.
Responsibility
Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; and operating within a defined budget. Utilization of resources from other work units is often required to perform the job's functions. There is a continual opportunity to impact the organization's services.
Working Environment
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires 60% sitting, 30% walking, and 10% standing. The job is performed under conditions with some exposure to risk of injury and/or illness.
Terms of Employment
Salary and length of the contract according to current provisions for certified non-teaching staff members as established annually by the Board of Trustees. Eligible for benefits as outlined in the District’s Administrative Regulations/Operational Procedures.
Evaluation
Performance of this job will be co-evaluated annually by the Director of Special Services and Building Principals.