Occupational Therapist - High School (26.27)

POSITION

OCCUPATIONAL

THERAPIST - HIGH SCHOOL FLSA STATUS

EXEMPT

FTE STATUS

1.0

REPORTS TO:

BUILDING PRINCIPAL/DIRECTOR OF SPECIAL EDUCATION DATE

5/8/2026

SUMMARY:

The School Occupational Therapist is responsible for assessing and providing therapy to students with disabilities or developmental delays to enhance their ability to participate in educational activities. The therapist collaborates with educators, parents, and other professionals to develop and implement individualized intervention plans that support students' academic and functional success. This role requires creativity, adaptability, and a deep understanding of child development and special education needs.

OCCUPATIONAL THERAPIST PERFORMANCE RESPONSIBILITIES

Consistently promotes fairness, respect, and different viewpoints in all responsibilities Commits to ongoing learning and the development of their craft; encourages, supports and mentors ongoing learning in students. Commits to high expectations for students, developing a vision of success for each student and moving the student towards achievement. Commits to positive relationships and communication, promoting and modeling a safe and supportive learning culture for all. Commits to honoring all students, embracing their community and diversity. Commits to establishing a learning environment that is accountable for effective instruction, assessment and data-driven decision-making. Commits to using community resources to improve instruction. Commits to collegiality and professionalism of self and staff.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Develop and implement individualized treatment plans and interventions tailored to students' specific needs in collaboration with educators, parents, and other service providers. Provide direct therapy services to students in individual or group settings to improve motor coordination, self-regulation, handwriting, organization skills, and other functional abilities necessary for academic success. Consult with teachers and school staff to modify classroom environments, recommend adaptive tools, and implement accommodations that support students' learning and participation. Design anConduct comprehensive assessments of students' fine and gross motor skills, sensory processing, self-care abilities, and overall functional performance within the school environment. Develop and lead professional development sessions and training workshops for teachers, support staff, and parents on occupational therapy techniques, classroom adaptations, and sensory-friendly strategies. Maintain accurate and up-to-date records, including therapy session notes, student progress reports, and formal evaluations, ensuring compliance with legal and ethical documentation standards. Actively participate in Individualized Education Program (IEP) meetings, contributing expertise to the development of appropriate goals and accommodations for students receiving special education services. Advocate for students by collaborating with interdisciplinary teams, including speech-language pathologists, physical therapists, special education teachers, and psychologists, to create holistic support plans. Utilize Non-Violent Crisis Intervention (NVCI) strategies to help students regulate emotions and de-escalate behavior according to student plans. Stay informed about best practices, new research, and advancements in occupational therapy, special education, and assistive technology to continuously improve service delivery. Work with community agencies to coordinate the delivery of services to students. Participates in professional development, maintains appropriate certification and qualifications, and keeps current in changing pedagogy. Contribute professionally and constructively in team meetings, including IEPs, to help shape meaningful student goals and accommodations. Collaborate with staff to create inclusive, accessible classroom environments and adapt activities to meet student needs. Communicates regularly with students, parents, families and administration in advocacy of student growth. Develops communication plans that adjust for varying levels of parent involvement and inclusion. Ensure compliance with state and federal regulations regarding occupational therapy services in schools, including adherence to Individuals with Disabilities Education Act (IDEA) guidelines and district policies Integrates cultural consciousness in instruction, classroom culture and classroom artifacts. Participate in organizational quality, prioritizing tasks efficiently while managing multiple student caseloads across varying school sites. Participates in district and school initiatives, adheres to building and district school improvement plans. Keep in confidence all personal, student or personnel records and information. Adheres to district and school rules and procedures. Conducts behavior to demonstrate collegiality and professionalism. Mandated Reporter for Child Abuse and Neglect. Regular and reliable attendance is an essential function of the position. Performs other duties as assigned by the Director of Special Education/Building Principal.

SUPERVISORY RESPONSIBILITIES

Position includes supervisory responsibilities over Students.

QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or

EXPERIENCE

Possession of a Master's degree in Occupational Therapy from an accredited program. A valid current state licensure or certification as an Occupational Therapist. Minimum of one to three years of experience working with children in educational or clinical settings preferred. Knowledge of various intervention approaches, including sensory integration, motor learning, and behavioral strategies. Familiarity with assistive technology, adaptive equipment, and ergonomic modifications to support student success Ability to develop and implement engaging, evidence-based therapy programs that address students' needs in diverse school environments. Such alternatives to the above qualifications as the Board may find appropriate and acceptable. Applicants must satisfactorily pass a criminal background check as defined by the State of Michigan.

LANGUAGE SKILLS

Ability to explain and demonstrate appropriate teaching techniques. Ability to read, analyze and interpret periodicals and professional journals. Ability to effectively present information and respond to questions from groups of educators, students and the general public. Ability to write lesson plans, business correspondence and other related correspondence. Ability to express yourself clearly, both orally and in writing. Ability to read, analyze and interpret information.

TECHNICAL SKILLS

Ability to integrate technology into the everyday work flow is necessary. Proficiently use computer systems and specialized software for documentation, scheduling, data collection, and communication (e.g., IEP systems, evaluation tools, therapy logs). Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District. Ability to use computer technology for research, data management, communications and other instruction. Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communications mechanisms. Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.

MATHEMATICAL SKILLS

: Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.

REASONING ABILITY

Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and emotional intelligence. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Exhibit a high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects and maintain a flexible attitude. Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form. Ability to define problems, collect data, establish facts and draw valid conclusions.

INTERPERSONAL SKILLS

Ability to build rapport with others and to serve diverse publics. Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills. Ability to work effectively and collaboratively with other departments, agencies and individuals.

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 35 pounds such as books and teaching material. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.

ENVIRONMENTAL ADAPTABILITY

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being and work out-put of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.

TERMS:

The contract, salary and other employment conditions will be established by the Board of Education in conjunction with the Lincoln Consolidated Schools and the Washtenaw County Education Association/MEA/NEA collective bargaining agreement. Further, the applicant must agree to fully participate in all relevant training inclusive of or unique to the building assigned and the District.

FUNCTIONS OF POSITION DESCRIPTION

: This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. Lincoln Consolidated Schools retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment. This position description is not a contract for employment. Lincoln Consolidated Schools is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer. Lincoln Consolidated Schools does not discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information or any legally protected characteristic, in its programs and activities, including employment opportunities. "The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the District." Portrait of a Graduate