Duties and Responsibilities
Direct Services
Therapy
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Provides specially designed therapy to individual students, small groups, or whole class targeting SSP goals.
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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.
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Work with general education teachers to promote peer mentorship and skill generalization.
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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.
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Takes session notes and makes these available to key stakeholders (families, teachers and Clinical Council).
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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.
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Complies with the policies and procedures of Integrated Services agreements with families.
Indirect Services
Collaboration
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Design and provide materials to support teachers in implementing SSP accommodations and goals within the class environment.
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Support student success by teaching therapeutic strategies to classroom teachers and interventionists to promote skill generalization
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Attend and participate in collaborative meetings with classroom/grade level
teams.
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Keep the meeting directed toward students and data driven instruction.
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Keep records and notes of collaborative meetings.
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Participate as a member of the Clinical Council team- preparing for the meetings prior, and completing tasks as assigned.
Student Support Team (SST)
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Provide/teach targeted therapeutic strategies to classroom teachers by facilitating and modeling strategies and intervention.
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Support teaching teams to record intervention data.
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Attend SST meetings for the purpose of role-release and problem-solving.
Student Success Plan (SSP)
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Conduct professional observations, formal and informal evaluations
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Write SSP goals, provide service time, and update progress reports accurately and honestly.
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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.
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Attend and actively participate in SSP meetings.
Assessment/Observation
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Complete formal and informal observations as needed-documenting the results in EdMod.
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Provide all paper documents to Interventionists for the student file.
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Administer standardized assessments for formal assessments as needed.
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Input Evaluation results into EdMod Eligibility Evaluation form.
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Conduct incoming student assessment screenings, and any follow-up assessments or observations as needed.
Progress Reports
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Report progress to parents formally (Progress reports, quarterly) and informally (emails, phone calls).
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Progress Reports should be delivered with quarterly classroom progress reports. The SSP progress report should include annual goals and the goal progression.
Data Collection
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Collect data in relation to the creating, implementation, and progress monitoring of SSP goals.
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Coach teachers in data collection methods and practices.
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Maintain accurate data collection records on each SSP goal
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Bring data to Clinical Council, SST, and as directed by administration.
Professional Development
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Attend all required meetings and professional development as assigned.
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Stay up to date on current therapeutic practices.
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Maintain professional licenses, credentials, certifications, etc.
Professionalism
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Schedules must be given to administration and updated as needed
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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.
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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.
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Maintain student and staff confidentiality.
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Report student concerns to school administrators.
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Working within the allotted budget while following all school purchasing procedures and rules.
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All communications with parents and staff are kind and respectful.
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Demonstrate active listening with the goal to problem solve.
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Refrain from gossip and negative comments that create a negative work environment.
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Adhere to all school policies and procedures stated in the Staff Handbook.
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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.
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Current Occupational Therapy licensure in the state of Utah
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Certification through the National Board for Certification in Occupational Therapy (NBCOT)
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Master’s or Doctorate degree in Occupational Therapy
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Experience working with children in pediatric settings
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Knowledge of educational and medical therapy models
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Ability to collaborate effectively with teachers, therapists, families, and interdisciplinary teams
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Strong written and verbal communication skills
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Experience providing both school-based and outpatient occupational therapy services
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Knowledge of IDEA, educational accommodations, IEP/SSP processes, and inclusive practices
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Experience supporting students with autism, ADHD, intellectual disabilities, developmental delays, sensory processing differences, and complex communication needs
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Familiarity with Montessori or child-centered educational environments
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Experience embedding therapeutic supports into natural environments and classroom routines
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Understanding of Universal Design for Learning (UDL), neurodiversity-affirming practices, and collaborative consultation models
Preference may be given to candidates with additional training or certification in:
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Sensory Integration (SIPT, CLASI, or equivalent)
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Feeding therapy (SOS or equivalent)
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Neurodevelopmental Treatment (NDT)
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Executive functioning and self-regulation interventions
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Handwriting Without Tears or school-based fine motor interventions
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Assistive technology and adaptive supports
We are seeking a therapist who:
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Values inclusion, collaboration, and relationship-centered practice
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Demonstrates flexibility, creativity, and problem-solving
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Supports student independence and authentic participation
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Communicates proactively and professionally with families and staff
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Believes in integrated, strengths-based support for all learners within the school community
