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. In order to have improved academic outcomes, the occupational therapist will need to 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:

1. 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.

1. 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 and demonstrates progress towards goals that identify current levels of ability/performance and expected outcomes through growth, while assisting the team in clear wording to document student progress towards 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
• Skillfully documents and records accurate student assessment data on an on-going 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.