Occupational Therapist

Occupational Therapist

ELIZABETH ACADEMY - 3.6

Salt Lake City, UT Job Details Full-time 21 hours ago Benefits Paid time off Qualifications Working with children OTR Pediatrics Data collection Collaborative teaching Occupational Therapy License Full Job Description Duties and Responsibilities Direct Services Therapy Provides specially designed therapy to individual students, small groups, or whole class targeting SSP goals. Monitors student progress and gives timely and specific feedback to parents, teachers and interventionists. Implement evidence-based therapeutic strategies in the classroom and conduct therapy sessions in the least restrictive environment as would be appropriate for the skill or therapeutic strategy. Work with general education teachers to promote peer mentorship and skill generalization. Uses data driven practices to collect data and monitor growth on student goals. Collaborate with teachers, parents, therapists and any other service providers on goal creation and implementation to support the generalization of skills. Takes session notes and makes these available to key stakeholders (families, teachers and Clinical Council). Ensures that students are receiving the service time provided on the SSP- communicating any absences and missed sessions. Missed sessions on behalf of the therapist must be made up as per the integrated Service Contract. Complies with the policies and procedures of Integrated Services agreements with families. Indirect Services Collaboration Design and provide materials to support teachers in implementing SSP accommodations and goals within the class environment. Support student success by teaching therapeutic strategies to classroom teachers and interventionists to promote skill generalization Attend and participate in collaborative meetings with classroom/grade level teams. Keep the meeting directed toward students and data driven instruction. Keep records and notes of collaborative meetings. Participate as a member of the Clinical Council team- preparing for the meetings prior, and completing tasks as assigned. Student Support Team (SST) Provide/teach targeted therapeutic strategies to classroom teachers by facilitating and modeling strategies and intervention. Support teaching teams to record intervention data. Attend SST meetings for the purpose of role-release and problem-solving. Student Success Plan (SSP) Conduct professional observations, formal and informal evaluations Write SSP goals, provide service time, and update progress reports accurately and honestly. Gather baseline data for PLAAFP statements when developing SSP goals prior to any SSP meeting- for a renewal for initial evaluation. Write annual SSP goals including PLAAFP and service time. Attend and actively participate in SSP meetings. Assessment/Observation Complete formal and informal observations as needed-documenting the results in EdMod. Provide all paper documents to Interventionists for the student file. Administer standardized assessments for formal assessments as needed. Input Evaluation results into EdMod Eligibility Evaluation form. Conduct incoming student assessment screenings, and any follow-up assessments or observations as needed. Progress Reports Report progress to parents formally (Progress reports, quarterly) and informally (emails, phone calls). Progress Reports should be delivered with quarterly classroom progress reports. The SSP progress report should include annual goals and the goal progression. Data Collection Collect data in relation to the creating, implementation, and progress monitoring of SSP goals. Coach teachers in data collection methods and practices. Maintain accurate data collection records on each SSP goal Bring data to Clinical Council, SST, and as directed by administration. Professional Development Attend all required meetings and professional development as assigned. Stay up to date on current therapeutic practices. Maintain professional licenses, credentials, certifications, etc. Professionalism Schedules must be given to administration and updated as needed If you have a block of time with no students, you should be in classrooms helping students generalize skills. Service time must match SSP Service Data, and SSP service time. Attend any required after school events Adhere to contract hours: Provide campus administration notice of any PTO use. Ensure that time is entered into Paycom. Maintain student and staff confidentiality. Report student concerns to school administrators. Working within the allotted budget while following all school purchasing procedures and rules. All communications with parents and staff are kind and respectful. Demonstrate active listening with the goal to problem solve. Refrain from gossip and negative comments that create a negative work environment. Adhere to all school policies and procedures stated in the Staff Handbook. Other duties as assigned.

Preferred Qualifications and Credentials:

The ideal candidate will possess the skills and experience necessary to provide high-quality occupational therapy services across both school-based and outpatient settings, while collaborating within an inclusive, interdisciplinary educational environment. Required Qualifications Current Occupational Therapy licensure in the state of Utah Certification through the National Board for Certification in Occupational Therapy (NBCOT) Master's or Doctorate degree in Occupational Therapy Experience working with children in pediatric settings Knowledge of educational and medical therapy models Ability to collaborate effectively with teachers, therapists, families, and interdisciplinary teams Strong written and verbal communication skills Preferred Experience & Skills Experience providing both school-based and outpatient occupational therapy services Knowledge of IDEA, educational accommodations, IEP/SSP processes, and inclusive practices Experience supporting students with autism, ADHD, intellectual disabilities, developmental delays, sensory processing differences, and complex communication needs Familiarity with Montessori or child-centered educational environments Experience embedding therapeutic supports into natural environments and classroom routines Understanding of Universal Design for Learning (UDL), neurodiversity-affirming practices, and collaborative consultation models Preferred Advanced Training or Certifications Preference may be given to candidates with additional training or certification in: Sensory Integration (SIPT, CLASI, or equivalent) Feeding therapy (SOS or equivalent) Neurodevelopmental Treatment (NDT) Executive functioning and self-regulation interventions Handwriting Without Tears or school-based fine motor interventions Assistive technology and adaptive supports Professional Dispositions We are seeking a therapist who: Values inclusion, collaboration, and relationship-centered practice Demonstrates flexibility, creativity, and problem-solving Supports student independence and authentic participation Communicates proactively and professionally with families and staff Believes in integrated, strengths-based support for all learners within the school community