Occupational Therapist

2 weeks ago

Oak Park, United States Oak Park Elementary School District 97 Full time
Position Type:
Student Support Services/Occupational Therapist

Date Posted:
5/10/2024

Location:
Multiple buildings (K-8)

Date Available:
08/19/2024
Occupational Therapist

Revised 1/5/24

About the District:

Oak Park Elementary School District 97 is a PK-8 elementary school district serving the students of Oak Park in Cook County, Illinois. Oak Park is a village in Cook County, Illinois, adjacent to Chicago. It is the 29th-most populous municipality in Illinois with a population of 54,583 as of the 2020 U.S. Census. The district consists of 8 elementary schools and 2 middle schools which serve 5,532 students.

Oak Park School District is a highly diverse and welcoming school community for all. Our community has a history of being forward-thinking and inclusive. We are racially and economically diverse with about 46% of our students identifying as African-American, Hispanic, multiracial, or Asian.

About the Role:

The job of the Occupational Therapist was established for the purpose(s) of assessing students' functional physical development level, planning and implementing appropriate treatment to meet individual student objectives, identifying architectural barriers, and providing recommendations for accessibility, program development, and student placement in various school locations as needed.

Essential Functions:

Administers occupational therapy procedures and modalities to achieve IEP/504 plan objectives.

1) Therapeutic Intervention/Strategies/Techniques for IEP Development and Implementation:
  • develop draft instructional programs (e.g., emergency evacuation plan, positioning and transfer protocols, sensory diet, analyzing tasks to teach) to be carried out by school personnel for consideration by the IEP team; and
  • prepare data on student functioning/performance, progress reports, and proposed goals/objectives for consideration by the IEP team.
  • identify and develop appropriate, evidence-based therapeutic strategies and techniques for implementing goals in the IEP
  • prepare an intervention plan or plan of care for implementing the student's IEP goals and/or supplementary aids and services safely and effectively and to use as a tool for data collection;
  • document time spent on interventions with, and on behalf of, students (intervention completed, student response, and plan for follow-up intervention).
2) Collaboration with school personnel:
  • problem-solve barriers/challenges to the student accessing the educational environment;
  • act as a resource to share information regarding physical, sensory, skill development, and medical issues;
  • discuss issues and concerns related to student participation or performance and identify proposed strategies to address them for consideration by the IEP team;
  • collaborate on adapting functional and meaningful activities typically occurring in the student's routine;
  • create opportunities for the student to practice and/or generalize new skills;
  • act as a liaison between outside agency and school personnel;
  • promote optimal independence, autonomy and/or self-determination appropriate for an individual student;
  • support the staff's holistic approach of all factors impacting the student in the school environment (e.g., lunchroom, playground, classrooms, art, music, physical education);
  • work with staff members to develop draft IEP goals and objectives/benchmarks that integrate therapeutic interventions within the general education curriculum for consideration by the IEP team.
3) Training/coaching:
  • identify equipment needs, and provide instruction to staff in the use and care of the equipment;
  • provide instruction to educators, school support personnel, etc. in the use of therapeutic strategies that support student independence and participation;
  • provide monitoring and feedback regarding staff implementation of techniques/support across environments.
4) Data collection/progress monitoring:
  • work with the educational team to develop and implement data collection tools to monitor progress toward IEP goals;
  • collect pertinent performance data;
  • review data collected to prepare proposals for intervention decisions for consideration by the IEP team;
  • develop progress reports.
Other Functions:
  • Performs other related duties as assigned to ensure the efficient and effective functioning of the work unit.
  • Responds to inquiries (e.g. parents, teachers, staff, students, etc.) to provide information and/or referral as appropriate.
  • Transports supplies and equipment to a variety of sites to ensure the availability of items as needed.
Job Requirements:

Specific skill-based competencies required to satisfactorily perform the functions of the job include applying assessment instruments; operating equipment used in occupational therapy strategies; operating standard office equipment including pertinent computer software; and preparing and maintaining accurate records.

Specific knowledge-based competencies required to satisfactorily perform the functions of the job include age-appropriate activities; concepts of grammar and punctuation; health standards and hazards; safety practices and procedures; stages of child development; abnormal development and medical diagnoses related to special education funding categories; current OT treatment interventions; and pertinent policies, regulations and/or laws.

Specific ability-based competencies required to satisfactorily perform the functions of the job include adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working as part of a team; working with detailed information/data; maintaining effective working relationships; and translating therapy data into meaningful educational activities.

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 stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity.

Performance Responsibilities:
  • Serve as a member of an IEP team to screen, diagnose, and determine eligibility for occupational therapy services for the child;
  • Complete all required components of the occupational therapy case study evaluation;
  • Enhance student mobility and participation in educational activities by increasing strength, accuracy, and speed;
  • Improve manipulative skills for self-care and paper/pencil tasks through reach, grasp, and dexterity;
  • Enhance comfort, participation, and attending by maintaining functional postures;
  • Increase functional use of hands and visual regard by providing stable positions;
  • Ensure independence in feeding and oral motor skills for safety and nourishment;
  • Facilitate safety in the school environment by decreasing the possibility of injury to student's self or others as he/she moves or performs skills/tasks;
  • Improve success for fine motor school tasks by increasing coordination of eye-hand movements;
  • Increase functional use of extremities through adapted equipment;
  • Enhance ability to learn through sensorimotor activities that address motor planning, attending, and behavior issues;
  • Facilitate student's independence through access to assistive technology;
  • Perform consultative and/or resource services to parents, classroom teachers, and other professional personnel; and be responsible for all aspects of budgeting, purchasing, and program planning within the occupational therapy budget.


Illinois State Licensure: OTR/L

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