Physical Therapist

Physical Therapist

The Physical Therapist (PT) is responsible for planning instruction and adaption of the general/special education curriculum to accommodate students in the learning process related to transfers, physical environment, adaptive equipment and gross motor skills and development. The PT will function as the case manager for some students with individualized education programs (IEPs) and oversees their compliance. PT services in the school are solely to support the educational process, and the provision of therapy is based on the impact the disability has on educational performance rather than on the disability itself. School based physical therapy does not include the identification of medical problems, the prescribing of treatment or the provision of medical treatment. It is the expectation that each duty will be performed effectively throughout the school year.

Our mission is to ensure that all scholars are educated, self-directed and productive members of society.

Qualifications

Required Education and Experience:

• Licensed by Michigan Department of Community Health Board of Physical Therapy
• Master degree in Physical Therapy and grandfathered in or a doctorate in Physical Therapy
• Must be knowledgeable of Common Core State Standards and strategies to meet the academic, developmental, and functional needs of students
• Competency in the administration and interpretation of physical therapy assessment
• Ability to establish and maintain effective working relationships with students, peers, parents, and community
• Ability to communicate clearly and concisely (oral and written)
• Understanding of and willingness to provide PT services within the context of "free appropriate public education" in the least restrictive environment rather than a rehabilitation or medical model

Knowledge, Skills, and Abilities:

• Regular and on-time attendance is required.
• Demonstrated ability to work in an economically, culturally, and racially diverse environment.
• Demonstrated ability to manage a diverse and demanding workload.
• Demonstrated understanding of current research related to effective school based physical therapy

Essential Job Functions

Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:

• Develop timely and compliant IEP's for eligible students based on evaluation data and research-based practices.
• Support student learning in the least restrictive environment.
• Evaluate students for initial and ongoing special education eligibility and functional performance in the school environment and provide supports to maximize success and access in the school environment (i.e., seating/positioning, lifts, fire escape plans)
• Provide direct and indirect service to students with IEP's/IFSP's using a continuum of service delivery options and provide monitoring for maintenance of skills
• Document using an electronic log and share student progress on goals and objectives, accommodations, service time
• Collaborate with and provide support to all service providers, general education teachers, categorical teachers, other staff, and any outside agencies to support and provide documentation for the review of existing evaluation data (REED) process
• Differentiate instruction to meet the needs of individual student's progress per the district's Academic Plan
• Maintain consistent, positive contact with parents via phone calls, email and/or home visits including communicating student progress
• Participate in building level meetings as directed by the building principal, special education meetings as directed by the special education supervisor and collaborate with all staff involved with the students using a formal teaming process with an agenda, defined roles, minutes and specified next steps
• Provide training to students, staff, and families in areas such as transfers (i.e., use of lifts, transportation accessibility,) management of the physical environment (i.e., lockers, restroom, playground, ) adaptive equipment (i.e., seating modifications, prosthetic issues) and gross motor skills and development
• Participate in Student Success Team as appropriate per building principal and/or special education supervisor by completing requested screenings, suggesting appropriate instructional strategies and provide follow-up consultation and documentation
• Participate in implementation of positive behavior support (PBIS) building initiatives
• Comply with timelines, laws, and regulations as it relates to district, state, and federal policies and procedures
• Integrate technology use for student progress
• Log and maintain monthly Medicaid reports
• Other duties as assigned by special education supervisor and building administration
• Comply with Master Agreement between the GRPS Board of Education and the GREA
• Fulfill district and state professional development requirements.
• Consistently demonstrate dependable attendance and punctuality.
• Perform other duties as assigned.

ADA Requirements

The physical demands, work environment factors, and mental functions described below are representative of 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.

Physical Demands

• Must be able to physically lift students (minimum of 50 pounds).
• Must be able to stoop, bend at the knees, kneel and work on the floor on a continuous basis.
• Must be able to withstand exposure to all types of weather.
• Must be able to physically push wheelchairs.
• Must be able to physically attach wheelchairs to tie-downs in the school vans.
• Must be able to physically restrain students, when required.
• Must be able to assist students with standing, transferring, and walking.
• Specific vision abilities required by this job include close vision, distance vision, and ability to adjust/focus.

Work Environment

The noise level in the work environment is usually loud to moderate. Work is performed indoors although there will be required outdoor activities. The employee is directly responsible for the safety and well-being and work output of students.

Mental Functions

While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.

Non-Discrimination/Accommodation Assistance

The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status. Assistance with the application process may be requested through the Human Resources Department at View phone number on click.appcast.io or View email address on click.appcast.io.

Disclaimer

To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were written out in this job description.