LEAD OCCUPATIONAL / PHYSICAL THERAPIST

ST. Coletta of Greater Washington Class Specification

Occupational Therapy and Physical Therapy Lead

Definition

Under the general supervision of the Director of Therapeutic Services, the incumbent in this position is a working supervisor who is responsible for a staff of Occupational Therapists and Physical Therapists that provide therapeutic treatment and services to the student population.

Monitor changes in student services and new student IEP services to ensure treating therapists are providing appropriate therapy. Manage related services dept. caseloads, purchase orders, employee timesheets, and staff development.

Provide therapy services as an assigned provider (when caseload coverage is necessary) or as part of a mentoring/coaching relationship with another related service provider.

In accordance with the federal wage-hour laws, this is a salaried position and is not subject to the Fair Labor Standards Act’s (FLSA) minimum wage and overtime pay requirements.

Other Performance Measures

Successful performance on the job requires following safety guidelines and policies to reduce accident or injury to self or students, school dress standards, proper attendance and leave policies and compliance with other policies set forth in the Employee Handbook.

Creativity, initiative and effective problem solving is also important to the success of the incumbent. Attend and participate in weekly program lead team, staff and development meetings; read and accept responsibility for weekly staff notes and all policies and procedures. Complete all paperwork accurately and timely.

Perform bus duty detail as assigned. Support the overall school mission through volunteer opportunities and contribute to the smooth operation of the school day.

Examples of Essential Functions

• Supervise and evaluate the OT, and/or PT
• Observe and prepare written evaluations on employee performance; mentoring staff in areas of assessment, therapeutic techniques and application.
• Develop, organize, and monitor the schedule for required therapeutic staff training sessions, including in-services, and parent training classes, may present as needed; research and coordinate training sessions on pertinent therapeutic topics presented by outside consultants.
• Interview and hire all Therapeutic Services staff. Recruits at various job fairs and conferences.

Develop, coordinate and implement individual communication therapy intervention plans that support the IEP goals and objectives using an integrated service model.

Critically review, edit and approve all staff reports (IEPs, student evaluations, progress reports, etc.), therapy logs and encounter tracking forms, ensuring proper documentation and billing; provide recommendations and revisions as appropriate.

Develop and Implement Department Appropriate Check-ins

Manage and oversee special projects/events developed by Therapeutic Services staff.

Coordinate with universities on therapy related internships and affiliations.

Required Qualifications

• Considerable knowledge and understanding of students with intellectual disabilities, autism and multiple disabilities.
• Considerable knowledge of the current Federal guidelines for Special Education.
• Ability to evaluate problems and progress of students.
• Ability to independently problem solve and navigate the steps needed to accomplish the tasks of the position.
• Requires strong interpersonal skills and the ability to communicate verbally and in writing.
• Ability to maintain required documentation of student records and complete appropriate Medicaid documentation.
• Certificate of Clinical Competence from ASHA.
• Assistive Technology Professional Certification
• Successful completion of the required training courses within a specified period of time
• Tuberculosis screening to assure no significant risk to the health and safety of others.
• Successfully passing a criminal background investigation and pre-employment and random drug screenings.

Examples of Knowledge, Skills and Abilities

• Thorough knowledge of the current principles, procedures, techniques and instrumentation used in evaluating speech and language status of children and young adults.
• Thorough knowledge of the various types of speech and language and hearing disorders, and of their classifications, etiologies and manifestations.
• Considerable knowledge of the relationships among speech and language difficulties with particular concern for individuals with multiple disabilities, intellectual disabilities and autism.
• Considerable knowledge of the normal development of speech and language abilities.
• Working knowledge of sound recorders, audiometers, voice output devices and other specialized equipment used in evaluation and treatment of communication disorders.
• Ability to develop, implement and coordinate speech, language and hearing services for those with communication disorders.
• Ability to evaluate the habilitative communication potential of students and apply appropriate therapy plans.
• Ability to plan, organize and conduct a speech language therapy treatment program and to apply therapy techniques in observing, testing, and evaluating students.
• Maintains cutting edge knowledge of emerging and innovative technologies for supporting universal learning.
• Knowledge of assistive technology supports and strategies to address access, communication, mobility, positioning, recreation/leisure/play, environmental control and activities of daily living.
• Knowledge of funding and referral sources.
• Knowledge of laws/regulations regarding individual's rights to access AT and other forms of assistive technology.
• Ability to utilize various forms of data collection, including audio and video tapes, and language samples.
• Ability to establish and maintain professional, caring and cooperative relationships with students and their guardians/families.
• Ability to maintain required documentation of student records and complete appropriate Medicaid documentation.
• Ability to read, interpret, and follow safety rules, operating and maintenance instructions, and procedure manuals.
• Ability to write routine reports and correspondence using English grammar and spelling.

Sensory Requirements

Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.

Minimum Acceptable Education and Experience

• Bachelor’s degree in physical therapy or occupational therapy, and a valid Therapy (PT/OT) license in the District of Columbia. 3-year Prior experience working with children with intellectual disabilities, autism, and/or multiple disabilities is a plus.
• Applicable certification in area of specialty is required

School Hours - 7:50 AM to 4:00 PM – Monday, Tuesday, Thursday, Friday

7:50 AM to 3:10 PM – Wednesday

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.

Physical Mobility

Physical Effort

Activity

% of Day

Lifting: Amt of Weight

% of task required

Stand

15

Up to 10 lbs.

10

Walk

15

Up to 20 lbs.

10

Sit

60

Up to 50 lbs.

10

Bend

10

More than 100 lbs.

no

Climb stairs

15

Balance

100

Push/Pull: Amt of Weight

% of task required

Stoop

20

Up to 10 lbs.

10

Kneel

10

Up to 20 lbs.

10

Talk

100

Up to 50 lbs.

10

Hear

100

More than 100 lbs.

no

Ability to perform a 2-person transfer.

Vision Ability

Activity

% of time task required

Close vision

100

Distance vision

100

Color vision

100

Peripheral vision

100

Depth perception

100

Ability to adjust and focus

100

Manual or Finger Dexterity

Activity

% of time task required

Finger, handle or feel objects, tools or controls

50

Reach with hands and arms

30

Operate computer

40

Operate office equipment

20

Work Environment

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.

Environment

% of Time

Comments

Noise level- The noise level in the work environment is usually moderate to high.

100

Air conditions- Indoor air level-air conditioning/heat. Outdoor-variable conditions.

100

While performing the duties of this job, the employee may be exposed to weather conditions.

Work involves interaction with individuals who may exhibit aggressive behaviors due to their disability.

100