Basic Function and Representative Duties
THIS IS A PART-TIME .40 FTE POSITION
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, Experience and Other Requirements
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 and Additional Information
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
Assessments may consist of a written, oral and/or performance examinations.
FIRST EXAMINATION: 50%
SECOND EXAMINATION: 50%
Qualified candidates will be notified of the minimum passing points for each examination part. Qualified Applicants will be notified of the date, time, and place of the Examinations.
OTHER: Proof of identification for completion of Form I-9, Employment Eligibility Verification, must be submitted at the time of processing for employment.
SALARIES: All salaries as stated are based on present information and are subject to change. Appointments are made at the minimum salary shown in the posting and increases are granted at intervals based on anniversary date.
NONDISCRIMINATION STATEMENT
In accordance with the provisions of Sections 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, Title IX of the Education Amendments of 1972, Title VI and Title VII of the Civil Rights Act of 1964, California's Fair Employment and Housing Act, Education Code Section 220, and Berkeley Unified School District Policy, no qualified person shall, on the basis of race, ethnicity, ancestry, color, national origin, religion, actual or perceived sex, gender, gender identity, gender expression, handicap, age or sexual orientation, or on the basis of a person's association with a person or group with one or more of these actual or perceived characteristics be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination under any program or activity in the Berkeley Unified School District. The Board prohibits unlawful discrimination against and/or harassment of district employees and job applicants on the basis of actual or perceived race, color, national origin, ancestry, religious creed, age, marital status, pregnancy, physical or mental disability, medical condition, veteran status, sex, gender, sexual orientation, at any district site and/or activity. The Board also prohibits retaliation against any district employee or job applicant who complains, testifies or in any way participates in the district's complaint procedures instituted pursuant to this policy."
If there are questions concerning Section 504 or disability accommodations for job applicants/employees under the ADA, please contact the Office of Human Resources, Berkeley Unified School District. If there are questions concerning discrimination on the basis of sex or any of the other classifications noted above, please contact the Title IX Coordinator at (510) 486-9338.
