Job Requirements: Minimum Qualifications

Skills, Knowledge and Abilities

SKILLS are required to perform multiple, 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: adhering to safety practices and procedures; preparing and maintaining accurate records; assess student

needs and interpret assessments; work effectivley with teachers, students and teams; demonstrate effective therapy

techniques; evaluate and modify IEP goals; use technology to increase student achievement; advocate for students

with disabilities; provide effective therapy.

KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read

technical information, compose a variety of documents, and/or facilitate group discussions; and solve practical

problems. Specific knowledge based competencies required to satisfactorily perform the functions of the job include:

age appropriate activities/behaviors; assessment instruments and techniques; current and emerging technology;

health standards and hazards; job-related codes/laws/rules/regulations/policies; treatment modalities; medicaid

funding.

ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data;

and consider a number of factors when using equipment. Flexibility is required to work with others in a wide variety of

circumstances; work with data utilizing defined but different processes; and operate equipment using a variety of

standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety

of data; and utilize a variety of job-related equipment. Problem solving is required to analyze issues and create action

plans. Problem solving with data 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 persons of diverse backgrounds; meeting

deadlines and schedules; working as part of a team; drive to various schools throughout the district; quickly establish

rapport with faculty, families and students; maintaining confidentiality.

Responsibility

Responsibilities include: working under limited supervision using standardized practices and/or methods; leading,

guiding, and/or coordinating others; tracking budget expenditures. 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.

Work Environment

The usual and customary methods of performing the job's functions require the following physical demands:

occasional lifting, carrying, pushing, and/or pulling, some climbing and balancing, some stooping, kneeling,

crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 55% sitting, 15% walking,

and 30% standing. The job is performed in a generally hazard free environment.

Experience:

Job related experience within a specialized field is required.

Education:

Masters degree in job-related area.

Certificates and Licenses

Valid Driver’s License & Evidence of Insurability

Continuing Educ. / Training: Clearances

Continuing Education Requirements

Maintains Certificates and/or Licenses

Valid Driver’s License & Evidence of Insurability

Criminal Justice Fingerprint/Background Clearance

Purpose Statement

The job of Occupational Therapist is done for the purpose/s of providing Occupational Therapy (OT) and

mobility services to students that require specialized instruction to function in an educational environment,

and to ensure FAPE. These services include screening, identifying, assessing, direct OT and Motor

Services, equipment management and staff/parent training for students determined eligible for services.

This job reports to Assistant Director of Special Education

Essential Functions

Attends work regularly to fulfill duties specific to the assignment for the purpose of providing quality

educational experiences and continuity for assigned students, parents, and the overall school community.

Collaborates with special education teams for the purpose of conducting appropriate assessments,

reviewing data, obtaining parental consent, and informing parents of procedural safeguards for students

with disabilities.

Collects and maintains student performance data for the purpose of documenting student progress.

Completes reports for the purpose of compliance with state and federal Special Education and Medicaid

mandates.

Disseminates information (e.g. progress reports on IEP goals, etc.) for the purpose of informing parents

at least quarterly and as requested.

Documents services and contacts with student/parents for the purpose of maintaining compliant student

special education folders.

Identifies strengths/weaknesses and documents the students’ present level of academic and functional

performance (PLAAFP) for the purpose of informing IEP goals that align with OT and motor services as

a related service.

Implements appropriate OT and motor services and trains other staff for the purpose of implementing

services listed on the student's IEP.

Meets with other teams for the purpose of supervising support personnel, instructional assistants,

university students, and others as assigned.

Monitors and complies with all legal requirements for the purpose of supporting all federal, state, and

PCSD policies and procedures.

Performs other related duties as assigned for the purpose of ensuring legally compliant, appropriate and

effective itinerant services to students with disabilities.

Provides training for the purpose of professional development of other educational staff, community and

family members.

Provides maintains, and delivers appropriate adaptive equipment for the purpose of supporting student

learning.

Troubleshoots problems for the purpose of identifying materials, access to curriculum, and alternative

strategies to support student learning.

Uses PCSD approved standardized assessments, and dynamic assessment in both formal and informal

procedures for the purpose of making decisions based on assessment.

Writes effectively for the purpose of creating compliant IEP’s and other reports.