JOB
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 gross motor development, functional mobility, and postural control; provide direct and consultative physical therapy services based upon needs determined through established processes to ensure educational access; develop Individualized Education Programs (IEPs) for students.
REPRESENTATIVEDUTIES:
The duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to this class.
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Serve as a member of the multidisciplinary team; provide assessment and direct services related to functional gross motor development, gait, balance, and other identified developmental needs; provide consultation to parents and teachers.
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Conduct developmental and formal assessments to determine program eligibility; assess student abilities in functional mobility (navigating stairs, curbs, and hallways), postural stability, strength, range of motion, motor planning, and environmental accessibility; score and interpret results and write assessment reports.
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Collaborate with IEP team members to develop goals; determine and recommend frequency of services, accommodations/modifications, and least restrictive environment (LRE) needs.
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Provide education and support to families; recommend, design, adjust, or order adaptive equipment such as standers, gait trainers, and specialized seating; demonstrate safe use of equipment.
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Plan and prepare for therapy sessions; provide direct therapy individually and in groups; set up and break down large-scale mobility equipment; maintain records of therapy sessions to document interventions and monitor progress.
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Manage caseload and new referrals; utilize data-driven metrics (such as gait analysis or standardized motor scales) to monitor student changes throughout the school year.
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Conduct formal assistive technology and mobility assessments; provide services related to power mobility or specialized positioning for curriculum access.
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Request and purchase adaptive equipment and mobility aids; ensure all equipment meets safety standards and is properly fitted to the student’s growing physical needs.
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Attend various meetings; coordinate professional and community resources with other staff and agencies, including medical providers and California Children's Services (CCS).
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Train and provide work direction to assigned staff; provide in-service training for teachers and instructional assistants on safe lifting, transfers, and positioning to prevent staff injury and support student goals.
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Drive a vehicle to various school sites and District offices to conduct work.
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Supervise assigned Physical Therapy Assistants (PTAs).
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Perform related duties as assigned
EXAMPLE OF DUTIES
KNOWLEDGE OF:
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Child development, motor and reflex development, and applicable pediatric treatment techniques.
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Biomechanics, kinesiology, and neuroanatomy related to pediatric disabilities.
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Adaptive equipment (wheelchairs, standers, walkers) and orthotic devices.
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Medical, educational, and community resources, including CCS.
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IDEA (Individuals with Disabilities Education Act) and Section 504 regulations.
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Record-keeping techniques and data collection for functional outcomes.
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Proper lifting and body mechanics for transferring students safely.
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Correct English usage, grammar, and technical report writing.
ABILITY TO:
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Observe and assess gross motor development, gait, balance, and functional mobility.
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Develop and conduct therapeutic interventions focused on educational access.
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Communicate effectively with medical professionals, parents, and school staff.
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Develop and implement IEPs and SMART goals focused on functional educational outcomes.
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Train staff in safe handling, transfers, and use of mobility equipment.
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Establish and maintain cooperative working relationships.
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Maintain current knowledge of technical advances in the field (e.g., wearable sensors, new mobility tech).
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Meet schedules and timelines.
SUPPLEMENTAL INFORMATION
WORKING CONDITIONS:
Environment
Indoor and outdoor work environment (classrooms, playgrounds, gyms).
Ability to travel and transport equipment to multiple sites.
Physical Demands
Dexterity of hands and fingers to operate equipment.
Reaching overhead, above the shoulders, and horizontally.
Significant bending, kneeling, or crouching to assist students at floor level.
Hearing and speaking to exchange information.
Heavy lifting, carrying, pushing, and/or pulling up to 50 pounds (and occasionally more with assistance) to transfer students and move heavy mobility equipment.
EXAMINATION INFORMATION:
The first step in the examination process is the application screening and whether or not the candidate meets the minimum qualifications listed.
The testing process may consist of a written exam, an oral exam, a performance exam, a structured interview (SI), a qualification appraisal interview (QAI), an evaluation of training & experience/education (T&E), and/or any combination thereof.
All tests will have a passing score set between 50 and 99 depending on a variety of factors affecting that specific recruitment.
All candidates must pass the first examination process to be invited to the next step/test in the process.
As the testing process consists of a minimum of two examination processes,
EXAMINATION WEIGHT:
FIRST EXAMINATION: 50%
SECOND EXAMINATION*: 50%
- Administered only to those who pass the first examination.
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. The hiring rate shall be the first step of the schedule except for classes where recruitment efforts have indicated difficulty in recruiting at that step. Appointments are made at the minimum salary shown in the posting and increases are granted at intervals based on anniversary date.
Notification of Non-Discrimination Policy
The Berkeley Unified School District is committed to fostering a positive working environment for its employees. Accordingly, BUSD practices shall be free from discrimination, harassment, intimidation and bullying of any employee based on an employee’s actual race, color, ancestry, national origin, ethnic group identification, age, religion, marital status, physical or mental disability, sex, sexual orientation, gender, gender identity, or gender expression; the perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics.
The Board also prohibits retaliation against any district employee or job applicant who complains, testi?es or in any way participates in the district's complaint procedures instituted pursuant to this policy.
The following employee has been designated to handle questions and complaints of alleged discrimination regarding Board Policy 4030:
Compliance Officer and Title IX Coordinator
2020 Bonar Street, Room 116
Berkeley, CA 94702
Phone: 510-486-9338
