Fortune School of Education
Occupational Therapist
Fortune School of Education, Sacramento, California, United States, 95828
About The Employer
Rex and Margaret Fortune School of Education is a comprehensive education system including non‑profit preschools, a network of tuition‑free public charter schools (TK‑12th), and a school of education with master’s programs and educator preparation programs accredited by the California Commission on Teacher Credentialing. The system operates in Sacramento and San Bernardino counties. We prepare students for college starting in preschool Transitional Kindergarten in San Bernardino and Sacramento Counties and are focused on closing the African American achievement gap.
Our Mission:
To graduate high‑achieving students of good character prepared for college and citizenship in a democratic society.
Our Vision:
To prepare teachers for service in public schools with competence and sensitivity that will enable them to develop students to their fullest potential.
Our Approach:
At Fortune School, our education philosophy is The Five Pillars—1) High Expectations, 2) Choice and Commitment, 3) More Time, 4) Focus on Results, 5) Citizenship. We follow this philosophy in all our academic programs in service to the wide range of people we serve from preschool to masters.
Job Summary Provide occupational therapy treatment to special‑needs students in the Fortune School system. Responsible for individual and group services to correct specific areas of sensory‑motor integrative dysfunction. Administer occupational therapy assessments to determine a student’s level of functioning relative to age and educational placement in areas such as fine/gross motor skill development, sensory‑motor integration, self‑care, and activities of daily living.
Responsibilities and Duties
Provide occupational therapy services as identified through the IEP.
Administer occupational therapy assessments to determine a student’s level of functioning relative to age and educational placement in areas such as fine/gross motor skill development, sensory‑motor integration, self‑care, and activities of daily living.
Write assessment reports identifying the student’s needs and proposed treatment strategies; write individual student goals and objectives as part of the IEP; maintain progress records; participate in IEP meetings.
Develop occupational treatment plans and goals for rehabilitative care to improve student functional abilities and enhance their ability to learn.
Provide students with individual treatment and group therapy sessions to correct specific areas of sensory‑motor integrative dysfunction.
Develop occupational therapy treatment plans based on educational goals for eligible students to improve functional abilities within the school and naturalistic settings, in collaboration with the IEP team.
Monitor therapy programs and consult with educational staff regarding inclusion of appropriate OT treatment strategies into the educational program; evaluate the efficacy of the established program and make modifications within the framework of the IEP process as necessary.
Participate in meetings between staff and families on the appropriate implementation of programs; collaborate and coordinate OT goals with the educational program.
Demonstrate educational and developmental strategies to students and families for successful home intervention of perceptual, motor, and sensory programs.
Provide interpretation and summaries of assessment reports to families; recommend appropriate activities and materials designed to support motor goals at home.
Adapt equipment to assure proper positioning and enhance functional performance of the student, addressing neuromuscular deficits and needs. May include design and fabrication of equipment or recommendations for purchase of adaptive equipment as needed.
Maintain an in‑depth knowledge of laws and policies governing Special Education in California, particularly as they pertain to the delivery of occupational therapy services.
Consult with other members of the educational team regarding the mandated and best practice roles of occupational therapists.
Administer occupational therapy programs as needed in terms of budget recommendations, space, and equipment recommendations.
Perform related duties as assigned.
Knowledge and Abilities
Intellectual, sensory, and physical development of children.
Application of occupational therapy techniques utilized in the assessment and treatment of children with disabilities.
Educational and developmental needs of children.
Theory of physical and mental rehabilitation underlying the practices of OT.
Principles, methods, and objectives of OT treatment, including techniques of skeletal anatomy, neuromuscular function and dysfunction; kinesiology and OT modalities.
Principles of consultation, training, and supervision.
Accurately assess developmental status and educational needs of children.
Identify and analyze areas of developmental sensory‑motor dysfunction.
Develop and implement treatment plans, goals, and objectives to correct sensory‑motor dysfunction.
Collaborate with staff, families, and other support staff.
Provide consultation to classroom teachers; explain and provide training on OT and rehabilitative principles.
Effective oral and written communication skills.
Maintain records and prepare comprehensive reports, including State and Federal mandated reports.
Work as a member of the IEP team, using current best practice clinical skills for working with children with moderate physical disabilities and learning challenges.
Minimum Qualifications
Registered with the American Occupational Therapy Association and/or certified with the National Board of Occupational Therapy.
Possession of a valid California driver’s license.
A combination of training and experience that would likely provide the required knowledge and abilities—typically a bachelor’s degree from an accredited college or university with coursework in OT or a related field; and three years of clinical experience in pediatric therapy with emphasis on developmental disabilities and working in an educational setting. Experience working collaboratively with teams and families is desired.
Personal Qualities
Appearance, voice, grooming, and personality that establish a desirable model for parents and children.
Sensitivity to the needs of children and parents of diverse ethnic, cultural, linguistic, educational, and economic backgrounds.
Effective work strategies including flexibility, good organization skills, time management, and ability to work independently and prioritize multiple tasks.
Working Conditions
Environment: The job functions are performed indoors and outdoors.
Physical Abilities
Regularly required to stand, walk, bend, crouch, drive, sit, talk, and listen. Able to sit on the floor or in a chair, stand for extended periods, and possess dexterity of hands and fingers to write and operate a keyboard.
Must be able to lift and/or move up to ten pounds.
Specific vision abilities include close vision and ability to adjust vision.
Other Requirements
Valid California driver’s license.
Drive vehicle to and from meetings and school sites.
Ability to sit, stand, and walk for extended periods of time.
CPR and First Aid certification highly desirable.
Benefits Paid Time Off: 12 paid sick days and 2 paid floater days.
403(b) Retirement Plan: Fortune matches up to 4% of contributions after one year of employment.
Job Details Seniority level: Not applicable.
Employment type: Full‑time.
Job function: Health Care Provider.
Industries: Transportation, Logistics, Supply Chain and Storage.
Equal Employment Opportunity Fortune School of Education provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This position description intends to describe the general nature and level of work being performed by people assigned to this position. It is not intended to include all duties and responsibilities. The order in which duties and responsibilities are listed is not significant.
We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.
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Our Mission:
To graduate high‑achieving students of good character prepared for college and citizenship in a democratic society.
Our Vision:
To prepare teachers for service in public schools with competence and sensitivity that will enable them to develop students to their fullest potential.
Our Approach:
At Fortune School, our education philosophy is The Five Pillars—1) High Expectations, 2) Choice and Commitment, 3) More Time, 4) Focus on Results, 5) Citizenship. We follow this philosophy in all our academic programs in service to the wide range of people we serve from preschool to masters.
Job Summary Provide occupational therapy treatment to special‑needs students in the Fortune School system. Responsible for individual and group services to correct specific areas of sensory‑motor integrative dysfunction. Administer occupational therapy assessments to determine a student’s level of functioning relative to age and educational placement in areas such as fine/gross motor skill development, sensory‑motor integration, self‑care, and activities of daily living.
Responsibilities and Duties
Provide occupational therapy services as identified through the IEP.
Administer occupational therapy assessments to determine a student’s level of functioning relative to age and educational placement in areas such as fine/gross motor skill development, sensory‑motor integration, self‑care, and activities of daily living.
Write assessment reports identifying the student’s needs and proposed treatment strategies; write individual student goals and objectives as part of the IEP; maintain progress records; participate in IEP meetings.
Develop occupational treatment plans and goals for rehabilitative care to improve student functional abilities and enhance their ability to learn.
Provide students with individual treatment and group therapy sessions to correct specific areas of sensory‑motor integrative dysfunction.
Develop occupational therapy treatment plans based on educational goals for eligible students to improve functional abilities within the school and naturalistic settings, in collaboration with the IEP team.
Monitor therapy programs and consult with educational staff regarding inclusion of appropriate OT treatment strategies into the educational program; evaluate the efficacy of the established program and make modifications within the framework of the IEP process as necessary.
Participate in meetings between staff and families on the appropriate implementation of programs; collaborate and coordinate OT goals with the educational program.
Demonstrate educational and developmental strategies to students and families for successful home intervention of perceptual, motor, and sensory programs.
Provide interpretation and summaries of assessment reports to families; recommend appropriate activities and materials designed to support motor goals at home.
Adapt equipment to assure proper positioning and enhance functional performance of the student, addressing neuromuscular deficits and needs. May include design and fabrication of equipment or recommendations for purchase of adaptive equipment as needed.
Maintain an in‑depth knowledge of laws and policies governing Special Education in California, particularly as they pertain to the delivery of occupational therapy services.
Consult with other members of the educational team regarding the mandated and best practice roles of occupational therapists.
Administer occupational therapy programs as needed in terms of budget recommendations, space, and equipment recommendations.
Perform related duties as assigned.
Knowledge and Abilities
Intellectual, sensory, and physical development of children.
Application of occupational therapy techniques utilized in the assessment and treatment of children with disabilities.
Educational and developmental needs of children.
Theory of physical and mental rehabilitation underlying the practices of OT.
Principles, methods, and objectives of OT treatment, including techniques of skeletal anatomy, neuromuscular function and dysfunction; kinesiology and OT modalities.
Principles of consultation, training, and supervision.
Accurately assess developmental status and educational needs of children.
Identify and analyze areas of developmental sensory‑motor dysfunction.
Develop and implement treatment plans, goals, and objectives to correct sensory‑motor dysfunction.
Collaborate with staff, families, and other support staff.
Provide consultation to classroom teachers; explain and provide training on OT and rehabilitative principles.
Effective oral and written communication skills.
Maintain records and prepare comprehensive reports, including State and Federal mandated reports.
Work as a member of the IEP team, using current best practice clinical skills for working with children with moderate physical disabilities and learning challenges.
Minimum Qualifications
Registered with the American Occupational Therapy Association and/or certified with the National Board of Occupational Therapy.
Possession of a valid California driver’s license.
A combination of training and experience that would likely provide the required knowledge and abilities—typically a bachelor’s degree from an accredited college or university with coursework in OT or a related field; and three years of clinical experience in pediatric therapy with emphasis on developmental disabilities and working in an educational setting. Experience working collaboratively with teams and families is desired.
Personal Qualities
Appearance, voice, grooming, and personality that establish a desirable model for parents and children.
Sensitivity to the needs of children and parents of diverse ethnic, cultural, linguistic, educational, and economic backgrounds.
Effective work strategies including flexibility, good organization skills, time management, and ability to work independently and prioritize multiple tasks.
Working Conditions
Environment: The job functions are performed indoors and outdoors.
Physical Abilities
Regularly required to stand, walk, bend, crouch, drive, sit, talk, and listen. Able to sit on the floor or in a chair, stand for extended periods, and possess dexterity of hands and fingers to write and operate a keyboard.
Must be able to lift and/or move up to ten pounds.
Specific vision abilities include close vision and ability to adjust vision.
Other Requirements
Valid California driver’s license.
Drive vehicle to and from meetings and school sites.
Ability to sit, stand, and walk for extended periods of time.
CPR and First Aid certification highly desirable.
Benefits Paid Time Off: 12 paid sick days and 2 paid floater days.
403(b) Retirement Plan: Fortune matches up to 4% of contributions after one year of employment.
Job Details Seniority level: Not applicable.
Employment type: Full‑time.
Job function: Health Care Provider.
Industries: Transportation, Logistics, Supply Chain and Storage.
Equal Employment Opportunity Fortune School of Education provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This position description intends to describe the general nature and level of work being performed by people assigned to this position. It is not intended to include all duties and responsibilities. The order in which duties and responsibilities are listed is not significant.
We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.
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