job id 993: school occupational therapist - Granite Falls - Granite Falls School District

Description

Position Type:

District Wide/OCCUPATIONAL THERAPIST

Date Posted:

1/4/2024

Location:

DISTRICT WIDE

Date Available:

08/28/2024

Closing Date:

OPEN UNTIL FILLED

Additional Information: Show/Hide

UPDATED WITH 24-25 CONTRACT YEAR INFORMATION

Contract Details: This posting is for one (1), daily 1.0 FTE, continuing, certificated ESA with a School Occupational Therapist endorsement. This position is open until filled. This position includes a $2,000 Special Ed Supplemental Stipend, caseload and overload trigger with compensation, up to 5 IEP Release days for IEP work and up to 5 additional work days paid at per diem (Section 8.7.7 Special Educaton Employee's Workload and Appendix J of the current GFEA cba) and Benefits and retirement eligibility will be determined upon hire. This position requires on-site work, working remotely is not an option. Any anticipated overtime requires prior approval and this position does not accrue comp-time.

Work Location: Districtwide

Work Schedule: Monday through Friday

Work Hours: TBD - 7.5 Hourly Daily

Wage/Step Range based on annual 1.0 FTE: $71,195 to $134,568

School Employee Benefits Board (SEBB):

Department of Retirement (DRS): TRS plans 2 or 3 for Certificated Staff.

Salary Schedules and Collective Bargaining Agreement:

Select: GFEA Salary Schedule for Certificated staff

POSITION DESCRIPTION: Occupational Therapist/Physical Therapist

GENERAL SUMMARY Provide occupational/physical therapy for children with find and gross motor delays to the end that they may improve their motor functions and thus achieve their maximum educational, social, and vocational potential.

ESSENTIAL FUNCTIONS To effectively perform the essential functions of any position with the District, regular attendance is required and expected.

• Performs duties in compliance with all federal and state rules and regulations that apply to physical/occupational therapy.
• Advise, consult, and cooperate with the director of Support Services on all significant matters relating to the performance of his/her assigned function.
• With parental authorization, collect past and current information relevant to the child's motor functioning due to abnormalities of the muscular-skeletal or central nervous system. This information shall include, but not be limited to, prescriptions from physicians, reports from teachers, counselors, parents, nurses and the results of developmental and motor functioning tests.
• Summarize assessment results in writing. The summary shall include procedures and instruments used, results obtained and apparent significance of findings as related to the child's therapy.
• Therapy goals shall be written based on the assessment of the child's functional level, and when appropriate, will become part of the child's IEP. Parental permission shall be obtained in writing to work towards the proposed goal. If parent or legal guardian's decision is in disagreement, therapy will not be implemented or goals will be changed to meet child and parents' needs.
• Plan and implement a therapy program to assist the child to progress toward the accomplishment of established goals and objectives.
• Evaluate and monitor student's progress toward the accomplishment of objectives and record performance measurements both during process and final results.
• Develop and maintain regularly scheduled appointments to therapy.
• Consult with teachers and other key personnel in areas related to children receiving therapy.
• Plan work and efforts systematically to insure the instructional program flows from objectives to goals.
• Report to parent or legal guardian the child's measured performance as compared to established objectives.
• Maintain all records/logs to assure compliance with state and federal rules and regulations.
• Keep abreast of developments and improved techniques in the field and adopt those which will contribute to improvement of the student's performance.
• Contribute to the coordination of overall education efforts by cooperating with other professional personnel throughout the district.
• Participate as a member of the building multi-disciplinary and support services team.
• Recommend to the director of support services and/or building principal suitable facilities, equipment, and materials to meet the needs of disabled students.
• Perform other duties as may be assigned by the director of special services.
• Work with teachers, special education consultants, psychologists, and other special personnel to assure a proper balance of services to meet the needs of disabled students.
• Maintain a close cooperation with the home to insure a unified effort in the education of the child.
• Consult with other professional persons working with the child in relevant areas inside and outside the school setting.
• Work with building principals and teachers in scheduling students for therapy.

OTHER FUNCTIONS: Serves as member of instructional team of the District; performs related duties consistent with the scope and intent of the position.

REPORTING RELATIONSHIPS Reports to building principal and assistant superintendent.

MENTAL DEMANDS Requires substantial planning, development and creativity; requires organization and time management; requires concentration; exposure to frequent interruptions; requires adaptability and flexibility to different student learning and behavioral styles and abilities; requires effective decision-making and problem-solving; requires ability to work independently; requires cooperation and ability to work as a team-member; requires self-discipline in behavior and attitude; requires accurate record-keeping; requires dealing with distraught, angry or hostile individuals on occasion.

PHYSICAL DEMANDS Exposed to diseases carried by students; exposed to student noise levels; other physical demands vary by position assignment; may require prolonged standing or sitting; may require attending to students' personal hygiene; may require lifting and positioning students; may require restraining out-of-control students; may require assisting students with physical activities; may be exposed to visual display terminal for prolonged periods; may occasionally work outdoors in inclement weather; may represent the district on potentially sensitive or controversial matters; occasional bending at waist to floor; lifting/carrying objects weighing up to ten pounds constantly, 11-24 pounds occasionally; 25 and over pounds rarely, assistance may be requested; Good visual ability; Must possess excellent hearing to communicate with disabled students, especially when providing individual instruction to those who may have speech impairments.

MINIMUM QUALIFICATIONS: Education and Experience - Bachelor's degree in occupational therapy from an American Occupational Therapy Associaiation approved institution. Hold a valid Washington license as an occupational therapist. Valid Educational Staff Associate (ESA) certification for Occupational Therapist. Washington State occupational therapist from accredited school. National Board of certification in Occupational Therapy (NBCOT).

Licenses/Special Requirements - As specified above, for the specific assignment. Fingerprinting required. Valid Washington State driver's license required.

Allowable Substitutions - None

Required Knowledge, Skills and Abilities

Demonstrated proficiency in effective communication.

Demonstrated competent knowledge and skill in designing and conducting specialized instruction, remediation and evaluation.

Demonstrated understanding of and commitment to each student, taking into consideration individual background and characteristics.

Knowledge and understanding of Washington Administrative Code (WAC

Knowledge of effective instructional techniques.

Ability to operate a computer and learn the operation of specific software programs.

Demonstrated knowledge of assigned fields.

Ability to establish objectives.

Ability to plan sequential learning activities.

Ability to research, plan, develop and implement lessons.

Ability to assess and evaluate student progress and achievement.

Ability to adapt and modify techniques and materials for effectiveness.

Ability to promote and encourage learning.

Ability to provide and maintain an effective learning environment.

Ability to locate and/or create instructional materials.

Ability to supervise and instruct student behavior.

Skill in modeling effective behavior.

Knowledge of effective behavioral techniques.

Ability to discipline students as appropriate.

Skill in organization and time management.

Ability to maintain accurate records.

Ability to direct activities of non-certificated staff.

Ability to work independently.

Ability to work cooperatively and in teams.

Ability to operate a variety of equipment related to the field of instruction and classroom operations.

Ability to be fair and consistent when working with students.

Ability to establish and maintain effective working relationships with students, parents, staff, administrators and the public.

CONDITIONS The preceding list of essential functions is not exhaustive and maybe supplemented as necessary.