Part Time Occupational Therapist
Location
Oakland, CA | United States
Job description
Part Time Occupational Therapist
Yu Ming Charter School seeks dynamic, innovative, and experienced educators to join our team, committed to nurturing lifelong learners who are bilingual, bicultural and able to create change in their own lives and in our community. We seek teachers that are excited by the possibility of transforming the traditional model of education to be learner-centered through personalized and project based learning that cultivates both the cognitive and social emotional skills our students need to thrive in school and beyond. Yu Ming teachers are leaders that thrive on exploration, collaboration, and seek to continuously learn and grow as individuals and team members.
ABOUT YU MING CHARTER SCHOOL
Yu Ming Charter School is a non-profit, tuition-free network of public schools located in Oakland and San Leandro and open to all residents of California. As a leader in Mandarin Immersion education, our mission is to nurture our inclusive and diverse community to become empowered, engaged, and outstanding global citizens. We currently serve 766 students across three campuses, and continue to grow our enrollment each year. Our intentionally diverse student body comes from many racial, ethnic, and socio-economic backgrounds representing 70 zip codes across the Bay Area and 29 home languages. Founded in 2011, Yu Ming is the first Mandarin immersion public charter school in the state.
We believe every child, regardless of their background or zip code, deserves a free, high-quality education that prepares them today to succeed tomorrow. Ranked the #7 Elementary School and the #2 Elementary Charter School in California by U.S. News, Yu Ming is a 2019 National Blue Ribbon School of Excellence and a 2020 and 2023 California Distinguished School. Yu Ming's future-forward model prepares young people to succeed and thrive in an interconnected and multicultural world through personalized and rigorous learning experiences, active student agency, whole child and community focus, and multilingual education. As a result, our students far outperform their peers in the district, county, and state, regardless of socio-economic status, race, language background, and learning differences. We are closing the opportunity gap for our historically underserved students every day. To learn more about our innovative school visit our website
POSITION SUMMARY
The occupational therapist facilitates the prevention, identification, evaluation, diagnosis and treatment of children/students birth through 21 years of age in the areas of fine motor, visual motor, visual perceptual, and/or sensory motor deficits that adversely affect educational performance and cannot be successfully addressed through accommodations within the classroom setting.
RESPONSIBILITIES
A. PREVENTION AND CONSULTATION
- Consult with parents, teachers, and community agencies concerning normative development and behavioral manifestations of a student "at risk" for fine motor, visual motor, visual perceptual, and/or sensory motor deficits
- Observe and informally interact with referred students in the classroom setting as needed
- Informally assess learning environments and assist staff with developing optimal learning environments for the facilitation of motor skills within the classroom setting
- Recommend environmental modifications or strategies for children who are not identified as eligible for special education or related services
- Educate and collaborate with site personnel regarding classroom strategies that will enhance motor skills for all students
- Consult with site personnel regarding appropriateness of referral, and identification processes and procedures
- Monitor appropriate referrals
- Collaborate and consult with the Student Success Team (SST) in providing suggestions for intervention strategies within the classroom setting for those children with suspected disabilities
- Collaborate and consult with the Student Success Team (SST) in identifying students who may be in need of assessments to determine possible eligibility for special education and related services
B. ASSESSMENT
- Conducts screening, observation and non-standardized (descriptive) and standardized (norm referenced) assessments for students suspected of having a disability
- Conduct functional, comprehensive assessments in accordance with Yu Ming's Local policies and procedures, State Regulations, and Federal Mandates
- Utilize reliable and current assessment tools with a variety of techniques that are functional and based on the reason for referral, e.g., standardized (quantitative), and non-standardized (qualitative), curriculum based, portfolio
- Complete all assessments within the mandated IDEA timelines
- Conduct a formal re evaluation every three years to indicate progress and prior to dismissal from occupational therapy services
- Attend and participate in IEP meetings for all students who have received initial and triennial occupational therapy evaluations as well as annuals, interim placements, change of placement, and amendments (i.e. change in services, exiting, etc.
- Be the expert in determining whether the student with an identified disability requires special education and related services
- Make specific recommendations to the Individualized Education Program (IEP) based on the findings of each assessment
C. INTERVENTION
- Provide direct and indirect service delivery options involving one to one, small group or full class instructions within the classroom or community environment or treatment room.
- Provide direct intervention in a variety of settings, including the general education or special education classroom and therapy room
- Integrate occupational goals with educational/curriculum objectives
- Adhere to service delivery time and frequency as indicated on IEP
- Maintain confidentiality of files and caseload record keeping
- Provide collaboration and consultation with the classroom teacher to promote learning
- Provide collaboration and consultation to the teacher on identified students' IEP goals and objectives, adoptions/modifications of the core curriculum or classroom environment
- Provide pull-out services only for those students whose IEPs indicate such a need
D. ACCOUNTABILITY
- Follow procedures established by Special Education Services in performing the role of an occupational therapist including adhering to specific guidelines regarding the initial identification (pre referral, referral, assessment, report writing, diagnosis, eligibility determination and record keeping) and re-evaluation and dismissal process
- Develop an assessment plan within 15-day timeline of receipt of written request of referral
- Hold IEP within 60-day timeline of receipt of signed assessment plan
- Develop measurable goals and objectives that are student-based in accordance with core curriculum and the District's Content and Performance Standards
- Be prompt and sign in/out at all schools
- Notify sites and Special Education Department Head of absences
- Maintain and distribute caseload records monthly (last working day of every month) for compliance purposes as well as for Medi-Cal reimbursement
- Perform additional duties and responsibilities as assigned or requested by the Director of Student Support Services and the Special Education Department Head
- Implement 3:1 Service Delivery Model with accountability of fourth week submitted to Special Education office monthly
- Dismiss students from occupational therapy following Exit Criteria
- Develop (annually) and review (quarterly) IEP goals and objectives in accordance with the core curriculum
- Maintain Excel data log as record keeping of referrals, timelines, assessments, IEP and eligibility
QUALIFICATIONS
Required
- Requires current registration as an occupational therapist with the American Occupational Therapy Association.
Knowledge, Abilities and Skills
- Requires good working knowledge of: current occupational therapy principles and practices; physical, mental and emotional disabilities and diseases; basic principles of anatomy, kinesiology, neurophysiology, psychology and abnormal psychology; Knowledge of child growth and development
- Requires ability to: evaluate the condition of individual students, plan, and implement appropriate treatment programs accordingly; understand and interpret physician's orders; explain occupational therapy techniques to others; document the therapeutic process and prepare related data. Ability to work with children is desirable in specified positions requiring work with children.
- Requires skill in: involving students in therapeutic activities, including life management skills, activities of daily living, and specifically designed crafts and fabrication of splints.
TIME COMMITMENT
185-day school year, 8 student-free professional development days for collaboration with colleagues. Common building hours are 8:00am-4:00pm.
COMPENSATION AND BENEFITS
Yu Ming offers a generous salary and benefits package which includes:
- Starting pay $50-60 per hour
- 100% of Medical, Dental, and Vision Insurance covered by the school (depending on the selected plan) for full time employees
- Free Access to an Employee Assistance Program offering a variety of services including counseling and legal aid
- Participation in CalStrs Retirement System
- 6 Sick days per full time employee per school year.
TO APPLY
Interested candidates should apply via
Application submission screening and initial phone interviews will be completed on a rolling basis.
Yu Ming Charter School is an equal opportunity employer committed to diversity at all levels.
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