POSITION DESCRIPTION

As a School-Based Occupational Therapist, you will play a crucial role in supporting the academic, social, and emotional development of students by addressing their unique needs related to movement, function, and sensory processing. Working within the educational setting, you will collaborate with teachers, administrators, parents, and other professionals to create inclusive environments where all students can thrive.

ESSENTIAL FUNCTIONS

Note:  These duties and responsibilities are judged to be "essential functions" in terms of the Americans With Disabilities Act or ADA.   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.  The statements below are intended to describe the general nature and level of work being performed by a person in this position.  They are not to be construed as an exhaustive list of all duties that may be performed by such a person. Other duties may be assigned.

• Assess children with developmental concerns in areas that include self-help, functional mobility, environmental adaptations/adaptive equipment, positioning, motor functions, sensory processing, and pre-vocation/vocational skills.
• Consult with staff and provide early intervening services through multi-tiered systems of support (MTSS) within local schools.
• Collaborate with parents and school staff to implement evidence-based strategies to support students’ daily activities.
• Participate regularly on teams to resolve problems and analyze student- and building-level data.
• Serve on multi-disciplinary evaluation teams to complete evaluations to identify whether students are eligible for special education services.
• Design individualized therapy programs for each IDEA-eligible student in the least restrictive environment based on a comprehensive evaluation.
• Provide training to the appropriate persons to ensure transfer and generalization of therapy goals across multiple settings (e.g. school, home, etc.).
• Complete IEPs and other required paperwork in accordance with timelines.
• Maintain records and complete billing activities associated with Medicaid School-Based Services.
• Regularly document and monitor student progress toward therapy goals and objectives.
• Assist in proper referrals of students to agencies and specialists within the community.
• Evaluate students’ functioning for adaptive technology and recommend adaptive equipment.
• Participate in regular professional learning opportunities to stay abreast of current research-based practices within the field.
• Assign and supervise caseload and responsibilities of COTAs, if applicable.

ADDITIONAL DUTIES

• Performs other related tasks as assigned.

SUPERVISORY RESPONSIBILITIES

May supervise students.

REQUIRED EMPLOYMENT QUALIFICATIONS

      EDUCATION and/or EXPERIENCE

• Master’s degree from an approved occupational therapy program.

CERTIFICATES, LICENSES, REGISTRATIONS

• Occupational Therapy License from Michigan Department of Licensing and Regulatory Affairs (LARA).

LANGUAGE SKILLS

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the public.

MATHEMATICAL SKILLS

Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.  Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

OTHER SKILLS and ABILITIES

Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned.  Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication.

PHYSICAL DEMANDS

While performing the duties of this job, the employee is regularly required to climb or balance; stoop, kneel, crouch, or crawl; and talk or hear. The employee frequently is required to stand, walk, sit, and reach with hands and arms. The employee is occasionally required to use hands to finger, handle, or feel objects, tools, or controls.

The employee must occasionally lift and/or move up to 60 pounds. Specific vision abilities required by this job include close vision, distance vision, and depth perception.

WORK ENVIRONMENT

While performing the duties of this job, the employee regularly works near moving mechanical parts.

The noise level in the work environment is usually loud and is a standard acceptable level for this environment.   Is directly responsible for students’ safety, work output and well-being.

The noise level in the work environment is usually moderate.  The employee is frequently exposed to infection at a greater risk than the average person.  The employee is directly responsible for the safety, well-being and work output of students.  Must be able to meet multiple demands from several people.

The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment.

The Livingston Educational Service Agency does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation or transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.

Inquiries regarding non-discrimination policies should be directed to the Assistant Superintendent for Administrative Services.