What Deerfield Public Schools District 109 is All About...

The Role of the Physical Therapist in Deerfield 109

DEERFIELD 109 - MISSION
Where challenging experiences foster confidence, collaborative relationships build community, and creative environments ignite curiosity.

DEERFIELD 109 - VISION
We will develop each student to be emotionally resilient, socially skilled, and academically prepared by forging connections within, across, and beyond our classrooms, and by embracing each student's uniqueness.

GENERAL INFORMATION
TITLE:  District - Physical Therapist - LONG-TERM SUBSTITUTE
DEPARTMENT:  Student Services
LICENSURE:  Illinois Department of Financial and Professional Regulation (IDFPR), Division of Professional Regulation.
ENDORSEMENT:  N/A
CLASSIFICATION:  At Will - Substitute
FLSA STATUS:  Non-exempt
REPORTS TO:  Building administration
SUPERVISORY RESPONSIBILITIES:  N/A
PRIOR EXPERIENCE:  Successful completion of student teaching and/or internship
EVALUATION:  N/A
DATES: 11/1/2026 to Approximately 3/19/2027
AVAILABILITY:  One (1.0) Position(s)/Full-Time
PLACEMENT:  District Assignment - Six (6) Schools
WORK CALENDAR:  Teacher
RATE OF PAY: $300 per day

JOB GOAL(S)

Under general supervision, the employee will:

Help students with disabilities access, participate in, and benefit from their educational programs by providing educationally relevant physical therapy services. School Physical Therapists collaborate with educators, administrators, related service providers, families, and other members of the educational team to promote student independence, mobility, participation, safety, and access within the school environment.

MAJOR DUTIES & PERFORMANCE RESPONSIBILITIES

The criterion indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position.

Direct Service and Support to Students

Provides educationally relevant physical therapy services to students whose motor, mobility, positioning, access, or functional needs affect their ability to participate in and benefit from their educational program.
Provides individual, small group, classroom-based, and other integrated physical therapy services as appropriate to students’ educational needs and Individualized Education Programs (IEPs).
Develops and implements interventions to improve students’ functional mobility, balance, strength, coordination, endurance, positioning, transitions, transfers, and participation in school activities.
Supports students in developing the functional skills necessary to safely and independently access classrooms, hallways, stairs, playgrounds, cafeterias, restrooms, transportation, extracurricular activities, and other school environments.
Facilitates student participation and independence within natural school routines and the least restrictive environment.
Provides instruction and support related to the safe and effective use of mobility devices, adaptive equipment, positioning systems, orthotics, and other assistive technology used within the educational setting.
Promotes student self-advocacy, independence, and participation in decisions regarding mobility, accessibility, positioning, equipment, and other physical supports when developmentally appropriate.
Monitors students’ physical access and functional performance throughout the school environment and adjusts intervention strategies based upon student progress and educational needs.

Collaborative Consultation with School Personnel

Consults and collaborates with teachers, paraprofessionals, administrators, nurses, occupational therapists, speech-language pathologists, adapted physical education teachers, transportation personnel, and other school staff regarding students’ physical access and functional participation.
Consults with and assists instructional staff in developing strategies, accommodations, environmental modifications, positioning techniques, and classroom routines that promote student access, participation, safety, and independence.
Provides recommendations regarding appropriate classroom seating, positioning, mobility, transfers, adaptive equipment, accessibility, and participation in educational activities.
Collaborates with school personnel to integrate physical therapy strategies into students’ daily routines rather than limiting intervention to isolated therapy activities.
Provides training and technical assistance to staff regarding safe student handling, positioning, transfers, mobility equipment, adaptive equipment, and implementation of physical therapy recommendations.
Collaborates with physical education and adapted physical education staff to support student access to and participation in physical education and school-based physical activity.
Provides appropriate staff development to schools regarding physical access, mobility, positioning, disability awareness, safe student handling, and other areas related to school-based physical therapy.

Direct Service to Parents and Community

Establishes and maintains open, positive lines of communication with families regarding students’ functional performance, mobility, participation, equipment needs, and educationally relevant physical therapy services.
Maintains an ongoing and communicative relationship with families for the purpose of sharing information regarding the student’s educational program and progress toward physical therapy-related IEP goals.
Consults with families regarding strategies that may enhance consistency, independence, participation, and access across educational environments.
Collaborates, as appropriate and with required authorization, with medical providers, community therapists, equipment vendors, orthotists, rehabilitation providers, and other outside professionals to promote continuity and coordination of services.
Assists families and educational teams in identifying appropriate school and community resources related to accessibility, mobility, equipment, recreation, and transition needs.
Promotes family participation in educational planning and decision-making within the context of students’ individual strengths, needs, cultures, priorities, and life experiences.

Program Planning, Implementation, and Evaluation

Participates in team meetings and IEP conferences including referral and pre-referral activities, evaluations, eligibility determinations, placements, IEP development, annual reviews, reevaluations, transition planning, and other educational planning meetings as appropriate.
Conducts screenings and comprehensive physical therapy evaluations to determine students’ functional strengths and needs as they relate to access, participation, and progress within the educational environment.
Uses a variety of appropriate formal and informal assessment tools and techniques, including standardized assessments, clinical observation, interviews, record reviews, environmental assessments, functional mobility assessments, and task analysis.
Evaluates students within relevant school environments and routines to determine the educational impact of motor, mobility, positioning, endurance, balance, coordination, accessibility, and other physical factors.
Contributes discipline-specific information to multidisciplinary evaluations and assists the educational team in determining whether physical therapy is required for a student to access and benefit from special education.
Prepares, with other team members, teachers, students when appropriate, and parents, an Individualized Education Program (IEP) for each identified student; monitors the plan’s implementation; and participates in required reviews.
Develops measurable, student-centered goals and objectives that address functional participation within educational environments and routines.
Uses a variety of appropriate measures to collect data regarding student performance and progress and reports progress to the educational team in accordance with district procedures.
Develops short-term and long-term intervention plans based upon students’ educational needs, strengths, functional abilities, environments, developmental considerations, diversity, and educational priorities.
Determines and recommends appropriate methods of service delivery, which may include direct intervention, integrated services, consultation, monitoring, staff training, environmental modification, or combinations of approaches based upon individual student needs.
Makes recommendations regarding the frequency, duration, location, and method of physical therapy services based upon educational need and in collaboration with the IEP team.
Evaluates and recommends adaptive equipment, mobility devices, positioning systems, supportive seating, and assistive technology necessary for students to safely access and participate in their educational programs.
Assists educational teams in determining accessibility needs and recommending reasonable environmental adaptations or modifications within school buildings and programs.
Collaborates with transportation personnel and educational teams regarding specialized transportation, positioning, securement, transfers, mobility devices, and other physical access needs when appropriate.
Participates in transition planning to promote functional independence, mobility, access, self-advocacy, community participation, and preparation for postsecondary education, employment, and adult life as appropriate.
Develops, implements, and evaluates school-based physical therapy services and procedures to support effective, efficient, and educationally relevant service delivery.

Accountability

Conforms to applicable professional standards, ethical requirements, and standards of practice for physical therapists.
Maintains all licenses, certifications, registrations, and continuing education requirements necessary to practice physical therapy in accordance with applicable state law and district requirements.
Maintains current knowledge of federal and state laws, regulations, and professional standards applicable to school-based physical therapy and special education, with emphasis on the Individuals with Disabilities Education Act (IDEA), Section 504, student and parent rights, confidentiality, accessibility, and services for students with disabilities.
Provides physical therapy as an educationally relevant related service when determined necessary for a student to access, participate in, and benefit from the student’s educational program.
Practices within the scope of professional licensure and recognizes the distinction between medically based physical therapy and physical therapy required to support a student’s educational program.
Maintains student confidentiality and safeguards educational and health information in accordance with applicable laws, regulations, professional standards, and district procedures.
Completes in a timely fashion all evaluations, treatment documentation, progress reports, Medicaid or other service documentation when applicable, equipment records, and other reports required by law, regulation, district procedures, or supervisors.
Maintains accurate records of student services, assessments, recommendations, progress, consultation, equipment, and other relevant information.
Participates in faculty, school, parent, multidisciplinary, and community meetings and programs as appropriate and serves on applicable committees and teams.
Attends and participates in educational conferences, workshops, professional development, and continuing education pertinent to school-based physical therapy.
Maintains competency in evidence-informed pediatric and school-based physical therapy practices, including assessment, intervention, mobility, positioning, assistive technology, equipment, safe student handling, and educational access.
Monitors the condition, appropriateness, and safe use of physical therapy-related equipment utilized within the educational environment and communicates repair, replacement, or safety concerns to appropriate personnel.
Provides appropriate direction and supervision to physical therapist assistants, students, or other assigned personnel consistent with state law, professional standards, and district procedures.
Collaborates with administrators and educational teams regarding workload, scheduling, student needs, equipment, accessibility, and other factors necessary to provide appropriate physical therapy services.
Performs other duties consistent with the role of a school-based physical therapist and as assigned by appropriate supervisory personnel.

Student Safety, Mobility, and Emergency Support

Participates in planning and implementing procedures necessary to support the safe mobility, positioning, transfer, evacuation, and participation of students with physical disabilities during the school day.
Assesses student and environmental factors that may affect safe access and mobility and communicates identified concerns to appropriate school personnel.
Provides direct intervention, consultation, and/or support to staff, students, and families regarding safe mobility, positioning, transfers, and use of adaptive or mobility equipment.
Develops or contributes to individualized plans and procedures for students requiring specialized assistance during emergency evacuation, transportation, or other school safety situations.
Trains appropriate staff in student-specific transfer techniques, positioning, mobility assistance, equipment use, and other physical supports necessary for safe participation at school.
Collaborates with nurses, administrators, transportation personnel, families, and other relevant team members when changes in a student’s physical status may affect safe participation in the educational program.
Identifies and promptly communicates concerns regarding equipment failure, unsafe positioning, mobility barriers, falls, injury risk, or other conditions that may compromise student safety.
Responds within the scope of professional practice and established district procedures to situations involving student injury, falls, changes in functional status, equipment malfunction, or other physical safety concerns.
Safety and emergency considerations may include but are not limited to:
- Student transfers and lifting
- Falls or risk of falls
- Wheelchair and mobility-device safety
- Positioning and supportive seating
- Specialized transportation and securement
- Emergency evacuation of students with mobility limitations
- Adaptive equipment malfunction or failure
- Changes in a student’s physical or functional status
- Accessibility barriers within the school environment
- Student participation during school emergency procedures

MENTAL DEMANDS

Knowledge

The employee must have foundational knowledge and understanding of child growth and development; pediatric and school-based physical therapy principles and practices; typical and atypical motor development; functional mobility; positioning; balance; coordination; strength and endurance; orthopedic and neurological conditions that may affect educational participation; adaptive and mobility equipment; assistive technology; accessibility; evidence-informed physical therapy assessment and intervention; State and Federal special education laws and regulations; and best practices in school-based physical therapy.

Ability

The employee shall engage in collaborative dialogue with peers and members of multidisciplinary educational teams; evaluate students’ functional abilities and educational access needs; develop and implement educationally relevant physical therapy interventions; maintain records and prepare reports; collect and interpret student performance data; communicate effectively both orally and in writing; read, interpret, apply, and explain policies and procedures; safely use and provide instruction regarding mobility, positioning, and adaptive equipment; provide consultation and training to school personnel; meet the requirements of schedules and timelines; manage services across multiple students and educational environments; take professional initiative; plan and organize work independently; read and interpret a variety of professional materials; engage in ongoing professional development; implement a student-centered approach to assessment, intervention, and problem-solving; and work cooperatively and effectively with certified and non-certified personnel, parents, students, administrators, related service providers, medical and community providers, and other members of the educational team.

Education/Preparation

The employee shall possess a degree in physical therapy from an accredited physical therapist education program; successfully complete all examinations and other requirements necessary for professional practice; and possess and maintain appropriate licensure as a Physical Therapist through the State of Illinois. The employee shall meet all additional professional, certification, registration, continuing education, and employment requirements applicable to the position and school-based practice.

Reasoning

The employee must have the ability to solve practical problems in situations where only limited standardization exists. The employee must exercise professional judgment in evaluating student needs, analyzing functional performance within educational environments, selecting appropriate interventions, determining equipment and accessibility recommendations, and adapting services in response to changing student needs. Ability to interpret instructions and information provided through written, oral, observational, clinical, and other forms.

PHYSICAL DEMANDS

While performing the duties of this job, the employee is regularly required to stand, walk, sit, talk, hear, reach with hands and arms, and use hands to handle or feel physical therapy materials, adaptive equipment, mobility devices, and other educational resources. The employee is frequently required to bend, stoop, kneel, crouch, squat, reach, push, pull, and move throughout a variety of school environments and may be required to work at floor level with students. The employee may be required to provide physical assistance to students during positioning, transfers, transitions, mobility, therapeutic activities, and use of adaptive or mobility equipment. The employee must be able to demonstrate and perform physical therapy techniques and safely operate, adjust, and transport equipment used to support student access and participation.

The employee must occasionally lift and/or move equipment, materials, or provide physical assistance to students consistent with established safety procedures, student-specific plans, district procedures, and applicable requirements. The employee may be required to push or maneuver wheelchairs and other mobility equipment and assist students with movement through classrooms, hallways, stairs, playgrounds, transportation areas, and other school environments. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus.

WORK ENVIRONMENT

The employee shall possess personal computing skills with the following types of software including web browsers, word processing, spreadsheets, databases, electronic documentation systems, and student database systems. The employee shall use Board-approved physical therapy resources, assessment tools, adaptive equipment, mobility devices, technology, and assistive technology.

While performing the duties of this job, the employee works in a variety of educational settings with children, which may include classrooms, therapy spaces, gymnasiums, cafeterias, hallways, restrooms, playgrounds, buses and transportation areas, and other school and community-based educational environments. The employee may travel between district buildings or other educational locations and occasionally works in outdoor weather conditions. The employee may work in confined or physically challenging spaces when assessing accessibility, positioning students, assisting with mobility, or supporting students within their natural educational environments. The employee is subject to noises, interruptions, movement, and other conditions typically associated with an educational environment.

The mental demands, physical demands, and work environment characteristics are representative of those an employee encounters while performing the essential functions of this job.
Reasonable accommodations may be made to allow an employee with disabilities to perform the essential functions.

District - Physical Therapist - 2026/2027 - LONG TERM SUBSTITUTE