Experience:
1-3 years of experience
Concerned about your lack of experience? Learn More...
Employment Type:
Full time
Posted:
9/22/2019
Job Category:
Occupational Therapy
Educational Occupational Therapist
(This job is no longer available)
loading
School
Major
Grad Date
 
 

Not sure what types of jobs you are interested in?


Explore Jobs
Based on Your Education

Follow This Company
Share

Job Description

Educational Occupational Therapist

Employer:

Berkeley Unified School District

Date Posted:

7/8/2019

Contact:

Erin Arinez

Number Openings: (At time of posting)

2

Length of Work Year:

School Year (220 days/year)

Employment Type:

Full Time

Application Deadline:

10/8/2019 11:55 PM Pacific

Salary:

Annual Salary Range: $75,106- $91,431 (commesurate with experience)

Date Posted: 7/8/2019 Application Deadline: 10/8/2019 11:55 PM Pacific Employment Type: Full Time Length of Work Year: School Year (220 days/year) Salary: Annual Salary Range: $75,106- $91,431 (commesurate with experience) Number Openings: (At time of posting) 2 Contact: Erin Arinez Email: erinarinez@berkeley.net Phone:

Job Description / Essential Elements: Print

BASIC FUNCTION:

Serve as a member of the multidisciplinary team serving the needs of special education children and their families; provide assessment and direct services related to sensory-motor development and other identified developmental needs; provide direct and consultative occupational therapy services based upon needs determined through established processes; develop Individualized Education Plans (IEPs) for students.

REPRESENTATIVE DUTIES:

ESSENTIAL DUTIES:

* Serve as a member of the multidisciplinary team serving the needs of special education children and their families; provide assessment and direct services related to sensory-motor development and other identified developmental needs; provide consultation parents and teachers
* Conduct developmental and formal assessments and participate as a team member to determine program eligibility; assess student abilities in the areas of fine motor, visual motor, visual perceptual, self-care/activities of daily living, sensory processing, self-regulation, motor planning, organization of behavior, social play, postural stability, feeding, and environmental adaptations/assistive devices; evaluate needs and progress toward goals as needed; determine appropriate assessment to be given; score and interpret results and write an assessment report
* Collaborate with IEP team members to develop IEPs through meetings, e-mail, phone and in person communication; draft IEPs for students; determine and recommend frequency of services, eligibility, goals, objectives, accommodations/modifications, testing accommodations, and related services and needs of identified students
* Provide education, training and support to families related to student programming needs; recommend, design, create or order adaptive equipment, tools and special toys; demonstrate use of adaptive equipment
* Plan and prepare for therapy sessions; provide direct therapy services to students individually and in groups; develop projects, clean and maintain equipment, and set up and break down therapy equipment; maintain records of therapy sessions to document intervention and monitor student progress
* Manage caseload and new referrals including collecting assessment reports, developing evaluation plans, monitoring changes with student goals throughout the school year, and related data; prepare and maintain a variety of forms, files, reports, records, logs and reports
* Conduct formal assistive technology assessments and participate as a team member to determine need for services and implementation; provide assistive technology services to students
* Request and purchase assistive technology equipment such as purchasing adaptive equipment, computers, adaptive computer hardware, specialized software and other equipment as needed
* Create curriculum adaptations using specialized software to assist students in producing written work, communication and accessibility to curriculum materials
* Attend various meetings and schedule meetings and other appointments; provide information and coordinate professional and community resources with other staff and related organizations
* Train and provide work direction to assigned staff; provide in-service instruction or training for teachers, instructional assistants and parents to support implementation of goals and objectives of the program; train staff to use assistive technology
* Serve as liaison with medical community and other service providers such as California Children Services
* Drive a vehicle to various school sites and various District offices to conduct work
* Supervise assigned Certified Occupational Therapy Assistants

OTHER DUTIES:

Perform related duties as assigned

KNOWLEDGE AND ABILITIES:

KNOWLEDGE OF:

Child development and developmental disabilities, diagnosis and syndromes and applicable treatment and techniques

Motor and reflex development

Assistive technology

Adaptive equipment

Medical, educational and other community resources and agencies

Appropriate instructional materials for students

Record-keeping techniques

Computer and iPad access for students with physical challenges and learning disabilities

Specialized adaptive hardware such as adaptive keyboards, touch monitors, switch interfaces, types of switches, switch mounts, and head mouse trackers

Software and applications to promote reading, writing and math skills such as word prediction software, text to speech software, organizational software, multi-media and design software, and speech recognition software

Software and websites to assist students with reading and accessing curriculum

Correct English usage, grammar, spelling, punctuation and vocabulary

Policies and objectives of assigned program and activities

Applicable sections of the State Education Code and other applicable laws

Interpersonal skills using tact, patience and courtesy

Health and safety regulations

Proper lifting techniques

Technical aspects of field of specialty

ABILITY TO:

Observe and assess fine and gross motor development, perceptual development, self-help, oral motor development and sensory processing

Develop and conduct sensory-motor focused interventions

Communicate effectively both orally and in writing with students, parents, staff, and other community agencies regarding technical information

Develop and implement IEPs and appropriate treatment plans

Use specialized software to create and adapt curriculum and assist students with reading, communication and written productions

Teach students, teachers and instructional assistants to use computer hardware adaptations and specialized software adaptations

Develop and conduct parent interviews

Establish and maintain cooperative and effective working relationships with others

Maintain records and prepare reports

Operate a computer to enter data, maintain records and generate reports

Learn department and program objectives and goals

Maintain current knowledge of technical advances in the field

Analyze situations accurately and adopt an effective course of action

Plan and organize work

Meet schedules and time lines

EDUCATION AND EXPERIENCE:

Any combination equivalent to: master's degree in occupational therapy and two years of school-based occupational therapy experience including experience in the IEP process.

LICENSES AND OTHER REQUIREMENTS:

Registration by the National Board for Certification in Occupational Therapy

California Occupational Therapy license issued by the California Board of Occupational Therapy

Successful completion of the National Occupational Therapy Registration Examination

Valid First Aid and CPR certifications issued by an authorized agency preferred

Valid California driver's license

Some incumbents in this classification may be required to speak, read and write in a designated second language

WORKING CONDITIONS:

ENVIRONMENT:

Indoor and outdoor work environment

Driving a vehicle to conduct work

PHYSICAL DEMANDS:

Dexterity of hands and fingers to operate therapy equipment and a computer keyboard

Reaching overhead, above the shoulders and horizontally to utilize therapy equipment

Sitting or standing for extended periods of time while working with students

Bending at the waist, kneeling or crouching to assist students

Hearing and speaking to exchange information

Carrying, pushing or pulling wheelchairs, mobility toys and other equipment

Lifting, carrying, pushing and/or pulling up to 50 pounds

Requirements for Applying

Registration by the National Board for Certification in Occupational Therapy California Occupational Therapy license issued by the California Board of Occupational Therapy Successful completion of the National Occupational Therapy Registration Examination Valid First Aid and CPR certifications issued by an authorized agency preferred Valid California driver's license

Requirements for Applying

Registration by the National Board for Certification in Occupational Therapy California Occupational Therapy license issued by the California Board of Occupational Therapy Successful completion of the National Occupational Therapy Registration Examination Valid First Aid and CPR certifications issued by an authorized agency preferred Valid California driver's license

APPLY(CURRENT EMPLOYEES ONLY) APPLY

Back To Search Results Page

About Berkeley Unified School District

The Berkeley Unified School District provides an educational program for preschoolers through adults, with twelve elementary schools, three middle schools, a fully accredited high school including alternative high school programs, and an adult school. Diversity is the primary value in our community. With its schools fully integrated since 1968, Berkeley has been a pioneer and leader in educational policy regarding voluntary desegregation. In 1986 Berkeley voters passed a special tax which allows the Berkeley Unified School District to lower class size, provide enrichment in areas selected by the individual schools, provide additional instructional materials and maintain its buildings and grounds. This tax measure, which funds Berkeley Schools Excellence Project (BSEP), was renewed in 1994 to also fund elementary instrumental music. It is BSEP which has allowed Berkeley Schools to take advantage of the Governor's Class Size Reduction Program and to reduce class sizes to 20 to 1 in kindergarten through third grade without having to cut other programs. In 1992 Berkeley voters also passed a $158 million General Obligation Bond measure to fund school building projects. Since then the Berkeley Unified School District has been rebuilding, retrofitting and repairing schools throughout the district to make them seismically safe and to provide an attractive school environment conducive to learning. In 2000 another General Obligation Bond was approved to continue the facility safety and repair program ($116,500). At the same time, voters approved a special tax which generates approximately $4 million per year (for 12 years) to improve maintenance systems and establish a long-term plan to maintain Berkeley schools. In 1993, after much community study and discussion, the School Board voted to change the district's grade configuration to a K-5, 6-8 (middle school), 9-12 system, with controlled choice of schools at the elementary and middle school levels. Through the controlled choice systems, parents can choose a school for their children as long as racial integration is maintained throughout the district. Berkeley voters again showed their support for Berkeley's children when they passed two new measures in November 2000. Measure AA provides for $116.5 million in general obligation funds to continue the facility construction program begun with the 1992 bond. In addition, Measure BB will provide nearly $4 million a year for twelve years to fund general maintenance. Berkeley's Measure BB is a landmark parcel tax for school districts who are constantly seeking ways to protect the investment of newly constructed schools.