Occupational Therapist (.6 FTE)

BRIEF DESCRIPTION

Yorkville Community Unit School District 115 is seeking an Occupational Therapist (.6 FTE) to provide student services support.

PURPOSE STATEMENT

The role of the occupational therapist is to provide occupational therapy services for the betterment of the academic development of students in the Yorkville Community School District (Y115) system. To achieve improved academic outcomes, the occupational therapist will develop effective evaluation, consultation, and interventions related to individuals, subgroups, and the whole school population.

REPORTS TO

This job reports to the Building Principal and the Director of Student Services.

ESSENTIAL FUNCTIONS

Professional knowledge and application: The Occupational Therapist understands the philosophical, historical, and legal foundations of special education. The Occupational Therapist understands how students differ in their approaches to learning; creates learning/skill building opportunities that are adapted to diverse learners; understands planning; and designs services for adaptive and academic outcomes based on knowledge of the discipline, student, community, and curriculum goals. Understands current legislation, regulations, professional ethics related to issues in providing educationally relevant therapy services. Understands the role of assistive technology related to improved outcomes related to communication needs. Demonstrates understanding of the role of executive functioning and planning‑based interventions related to motor and sensory integration for students in skill‑building academic and adaptive settings. Understands behavioral symptoms of neurological, psychiatric, motor‑related disabilities and the influence on development related to learning and appropriate intervention/services. Demonstrates an understanding of contemporary practices and findings related to occupational therapy or related research fields. Delivery of service and practice: Develops effective treatment plans and interventions for small group, whole group, and individuals related to planning, sensory and motor integration needs. Provides meaningful consultation to teachers and team members related to sensory, motor integration, planning for improved academic and adaptive outcomes. Provides services for students through a preventative framework of RtI as well as those identified through 504 or IDEA. Develops observable/measurable outcomes and demonstrates progress toward goals that identify current levels of ability/performance and expected outcomes through growth, while assisting the team in clear wording to document student progress toward established benchmarks/objectives. Develops short and long‑range plans consistent with curriculum/personal goals, learners' diversity, and learning theory; developed through collaboration with administration and teachers. Plans and prepares for IEP and parent meetings as a collaborative team member. Effectively utilizes a variety of therapy strategies for adapting or modifying the general curriculum to meet the needs of individual students. Implements strategies utilizing longitudinal, outcome‑based skill levels with the identification of priorities, including social, language, academic, motoric, sensory, cognitive and vocational skills across life skill domains (i.e. domestic, recreation/leisure, vocational, and community); and uses appropriate measurement tools to assist in the assessment of strategies. Applies knowledge and use of occupational therapy theories, models of practice, principles, and evidence‑based practice to guide intervention decisions. Creates and presents therapy activities and provides consultation suggestions that are highly relevant to students and IEP goals; follows an organized progression, and adjusts the scope and rigor of therapy sessions based upon student progress and capabilities; with consideration of age, diversity, sensory needs and medical factors. Skillfully documents and records accurate student assessment data on an ongoing basis. Creates physical space for services and assessment that is highly organized and inviting; respecting aspects of organization, schedules, routines and transitions that promote development and learning. Provides a routine and consistently adjusts the routine/structure to meet the needs of individual students. Understands ways in which technology can assist with creating and managing the learning environment, incorporating the verbal and visual redirection and classroom expectations and provides/seeks consultation/collaboration with Assistive Technology Specialists. Collaborative Relationships: The Occupational Therapist understands his or her role as a professional, establishing high standards of reciprocal collaborative relationships with students, families, community, and educational personnel, and providing continual leadership in the development of relationship building. The Occupational Therapist understands self‑reflection, the importance of active participation in problem‑solving teams; the importance of the development of programs or systems of care that support and enhance the health, social and emotional well‑being, and safety of students. Works collaboratively with community agencies, families, and outside therapists for students when appropriate, and understands the reciprocal relationship of sharing confidential information with these individuals. Continually assesses and takes a leadership role in communicating to problem‑solve with staff to best meet the physical needs of students. Provides leadership to support students in establishing collaborative relationships with peers, adults, and development of advocating for self as to the functional skills/needs students to have within the educational setting and generalization to the community. Professional Conduct, Leadership, and Professional Growth: The Occupational Therapist understands his or her role as a professional, maintains standards of professional conduct, and provides leadership to improve students' learning and wellbeing. The Occupational Therapist understands self‑reflection, the importance of efficient data collection and manipulation; constantly pursuing professional development opportunities and research‑based supports in communication abilities. Maintains a highly effective data management system for monitoring student progress, including service logging; consistently reflecting upon the best practice and refining services to meet the needs of individual students. Utilizes resources, strategies, networks, organizations, and unique services that work with individuals with disabilities and their families regarding career, vocational, and transition support, including possible funding agencies and financial sources for secondary aged students (local, state, and federal). Consistently demonstrates high professional judgment and advocates/models for others within the educational setting and community. Understands the scope of his or her practice and seeks additional resources and assistance as needed to meet the individualized needs of students; seeks out professional development strategies to stay current on research‑based instructional strategies, services and professional growth. Provides meaningful professional development opportunities for team, school, district, and or parents in order to improve academic and adaptive outcomes.

OTHER FUNCTIONS

Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

SUPERVISION/TECHNICAL RESPONSIBILITY

All special services administrators, teachers, and related service personnel employed or contracted by the district in cooperation with building principals.

CERTIFICATES, LICENSES, & REGISTRATIONS

Appropriate completion of internship required for occupational therapy license

SALARY RANGE

$75,000 – $90,000 (Salary will be prorated to .6 FTE) #J-18808-Ljbffr Grundy/Kendall HR Consortium