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Please complete the employee application and send it with your resume to:

Soaring Eagle Academy
800 Parkview Blvd Lombard, IL 60148

No phone calls please.

IMMEDIATE OPENINGS:

Full Time Licensed OCCUPATIONAL THERAPIST/ DIR® Specialist- Transition Program

Unique Opportunity

Soaring Eagle Academy a not for profit, ISBE approved therapeutic day school in Lombard IL, serving students ages 3 through 21 years old, faced with the challenges of Autism, is seeking a Full-timeLicensed OCCUPATIONAL THERAPIST (OTR/L) starting immediately, to serve in our Transition 18-21 year old classroom (caseload up to 10), joining our growing staff and student body, within our Hybrid Learning model of 3 days teaching remotely in zoom classrooms and 2 days in person teaching in our school building (1/2 staff and students Tuesday/Thursday and others Wednesday/Friday). Currently, have shifted to full remote teaching due to high positivity rates and Substantial level of Community transmission in DuPage County with plans to return to hybrid model the week of March 15. SEA is following strict IDPH, CDC and ISBE COVID-19 guidelines including use of PPE, social distancing and hand washing/cleaning and sanitizing measures to the best of our ability.

TERMS OF EMPLOYMENT:
Immediate (Students are in attendance for 220 school days, 181 regular days and 39 summer session days). FULL TIME– Work a salaried regular full-time position with typical hours Monday through Friday 8:00 to 3:00pm. While the work schedule is typically 8:00 to 3:00pm, as a salaried employee, you will be expected to report to work sufficiently in advance of the start of the school day and to remain after the end of the school day, so that student needs may be met and preparations for the next day can be made. Work a total of 44.4 weeks per year since there are 6 weeks of non-student attendance. Full-time staff employed 52 weeks of the year with 6 paid weeks off for non-student attendance.

BENEFITS: FULL TIME:
Eligible for medical and ancillary benefits for this full time position. Benefits can include BCBS medical, with SEA contributing a portion of the total cost, employee funded dental and vision insurance benefits. Short-term, long-term disability insurance and a life insurance benefit are offered at no cost. 12 paid sick and personal days to be utilized by employee. Receive $250 reimbursement annually for continuing education. Full time/Part time- Supervision and mentoring by an Occupational Therapist with extensive experience in autism, sensory processing disorder, developmental thinking and is a Trainer in the DIR(r) Floortime model through the Occupational Therapy lens.

SALARY:
Competitive salary aligned with work hours/weeks and commensurate with experience and qualifications.

QUALIFICATIONS:

* Must be Licensed by the Department of Financial and Professional Regulation

* Experience and interest working with Autism Spectrum Disorders and a range of ages and developmental level

* Willingness to gain knowledge and participate in direct coaching/training in DIR® Floortime and developmental language methodology and interest in pursuing a DIR® professional certificate.

* Strong foundation and knowledge in sensory processing disorders, regulation and modulation.

* Interactive style that is naturally playful, affectual and engaging.

* Experience supporting and planning for young adults with special needs in areas of vocational, recreation/leisure and life skills activities in school and the community.

* Ability to work directly with children utilizing DIR/Floortime® methodology and Developmental Language Model, for one-on-one floortime sessions and as it is integrated into the classroom

ESSENTIAL FUNCTIONS:

• Evaluate, plan and implement Occupational Therapy services according to DIR® and Developmental Language model methodology and practices.
• Develop treatment plans for each therapy session and keep a therapy log to document services, student performance, and data collection.
• Provide individual or group intervention as needed.
• Collaborate with interdisciplinary team members to maximum student learning.
• Lead the development of student’s Individual Regulatory Support Plan (behavior plan) in conjunction with student’s team including SLP, MH, student’s Teacher, and school nurse.

• Plan for and lead daily Recreational and Job Training group sessions
• Keep inventory for the school store, oversee student shifts collaborating with other therapists, student pay etc.
• Seek out and acquire meaningful job placements for students in collaboration with the Transition team and teacher.
• Collaborate with the team and families to create thorough and individualized Transition plans for annual IEP meetings.
• Take direction and coaching from therapists and expert clinicians.
• Ability to modulate and demonstrate affect appropriate to the situation to facilitate learning.

• Ability to wear a facemask at all times in the school building, even when social distance is maintained, except while drinking or eating.

• Ability to bend, kneel, sit (on a chair or the floor) and stand moving easily and quickly from kneel to stand, sit to stand and stand to walk positions.
• Ability to walk up to a mile in distance.
• Ability to lift up to 50 pounds easily with no assistance from others.
• Ability to engage in and support physical activities initiated by students including but not limited to, jumping, running, climbing, rolling, sitting/lying on the floor, swinging.
• Ability to act and respond to a student’s dysregulation/behavior/combative and aggressive actions according to the strategies developed in the student’s Individualized Regulatory Support Plan, Safety Plan and SEA non-violent crisis intervention policy and procedures.
• Ability to quickly move away from and avoid combative/aggressive actions or behaviors of students.
• Ability to physically follow in close proximity and support students when he/she flees (runs) from an activity, an interaction or the learning environment.
• Ability to physically support students on indoor/outdoor therapeutic equipment.
• Acknowledge and reflect on student’s feelings and behavior in a caring and respectful manner.
• Additional Essential Functions as the Behavior DIR® Specialist:
• Implement weekly direct work, according to SEA developmental thinking, including developmental language model and DIR Floortime® methodology practices, under the direction/recommendations of the Behavior DIR ® Expert Clinician, into each student’s academic and nonacademic program, during work with the child during floortime sessions with teacher assistants, and during classroom work within classroom environment, supporting student attention, regulation of behavior, engagement, ideation and problem solving.
• Collaborate with Behavior DIR® Expert Clinician, interdisciplinary team members and parents to maximize services and support to each student.
• Provide direction, instruction and coaching to staff and parents, during his/her direct work with students, in the school environment to support developmental thinking, developmental language model and DIR/Floortime® methodology practices and program goals.
• Support the interviewing, hiring and training process of new Teacher Assistant for the Transition classroom and Bootcamp with DIR Specialists.

FULL TIME SPECIAL EDUCATION TEACHER – High School

Soaring Eagle Academy a not for profit, ISBE approved therapeutic day school in Lombard, IL is seeking a full-time SPECIAL EDUCATION TEACHER for High School program with IMMEDIATE start, to join our growing staff and student body. The Academy was founded by three Speech Language Pathologists, with an accumulation of over 80 years experience serving children and families with Autism and other related disorders,and a passion to showcase the amazing capacities of students with Autism to interact, communicate, think and learn. The academic and social programming is developed, expanded and supported by the SEA founders, with support from the SEA staff. SEA is the only school in the world to utilize a Developmental Language approach implementing principles of the DIR® Floor Time model, to understanding and supporting students’ social, emotional and academic development. This is a unique opportunity to do cutting edge work with dedicated support staff including SLP, OT, SW, fellow teachers and 1:1 teacher assistants assigned to each student, who understand and support developmental language, sensory processing strategies, emotional development, and how they impact children with autism. We believe that the “behaviors” others see as impacting education for these students are a result of their lack of comprehension, inability to communicate, challenges in processing sensory information from their environment and staying regulated around a broad range of emotions. With our appropriate interpretation of their intentions, appropriate language-based strategies, emotional and sensory supports, and an individualized, multi-sensory, engaging and meaningful curriculum, our students are soaring. Join our team! Our Teachers have a central role in the support of our students.

QUALIFICATIONS:LBS1 Special Education License for K-12

• Strong interest in the high school 14 to 18-year-old student population.
• Experience in a high school program environment with attention to academics and individualized, dynamic learning.
• Knowledge and experience leading teacher assistants, working within a collaborative team and supporting students’ families.
• An interactive style that is supportive, affectual and engaging.
• Experience with children with special needs and/or Autism Spectrum Disorders.
• Willingness to gain knowledge and participate in direct coaching/training in Developmental Language Models and DIR® Floortime methodology.

ESSENTIAL FUNCTIONS:
*Conduct the classroom according to DIR® and developmental language model methodology practices.
*Ability to create, implement and adapt developmentally-based curriculum for students of varied ages, learning styles and developmental levels.*Complete lesson plans for individual and group activities.*Teach academics individually and in groups.*Plan and implement curriculum in accordance with the Illinois Common Core State Standards.*Ability to move flexibly between students of varied developmental capacities.*Ability to manage a classroom and multiple teacher assistants, and collaborate within a multidisciplinary model.*Effectively communicate with and support parents/caregivers.*Ability to modulate and demonstrate affect appropriate to the situation to facilitate learning.*Provide direction, instruction, and coaching to Teacher Assistants in the classroom environment.*Support Teacher Assistants in understanding individual lesson plans.*Supervise and monitor Teacher Assistants for preparation of classroom materials, maintenance of a clean and safe environment.*Ability to kneel, sit (on a chair or the floor) and stand moving easily and quickly from kneel to stand, sit to stand and stand to walk positions.*Ability to walk up to a mile in distance.*Ability to lift up to 50 pounds easily with no assistance from others.*Ability to engage in and support physical activities initiated by students including but not limited to, jumping, running, climbing, rolling, sitting/lying on the floor, swinging.*Ability to act and respond to a student’s dysregulation/behavior/combative and aggressive actions according to the strategies developed in the student’s Individualized Regulatory Support Plan, Safety Plan, and SEA non-violent crisis intervention policy and procedures.*Ability to quickly move away from and avoid combative/aggressive actions or behaviors of students.*Ability to physically follow in close proximity and support students when he/she flees (runs) from an activity, interaction or the learning environment.*Ability to physically support students on indoor/outdoor therapeutic equipment.*Acknowledge and reflect on student’s feelings and behavior in a caring and respectful manner.

TERMS OF EMPLOYMENT:
Immediate (Students are in attendance for 220 school days, 181 regular days and 39 summer session days). Full time staff employed 52 weeks of the year with 6 paid weeks of non-student attendance.

SALARY:
Competitive salary commensurate with experience.

BENEFITS:
Eligible for medical and ancillary benefits for full-time position. Benefits can include medical, dental and vision, with SEA contributing a generous portion of the total cost. Short term and long term disability insurance and a life insurance benefit are offered at no cost. 403B participation is offered. 12 paid sick/personal days to be utilized by employee. Supported with weekly teacher and lesson plan/curriculum mentoring and reflective processing. Work in an environment with state of the art equipment. Receive $250 continuing education reimbursement annually.

FULL TIME SPECIAL EDUCATION TEACHER (Transition 18-21 year old program)

Soaring Eagle Academy a not for profit, ISBE approved therapeutic day school in Lombard, IL is seeking a full time SPECIAL EDUCATION TEACHER for our Transition classroom serving 18 to 21 year old students, with immediate start preferably, to join our growing staff and student body. The Academy was founded by three Speech Language Pathologists, with an accumulation of over 80 years experience serving children and families with Autism and other related disorders,and a passion to showcase the amazing capacities of students with Autism to interact, communicate, think and learn. The academic and social programming is developed, expanded and supported by the SEA founders, with support from the SEA staff. SEA is the only school in the world to utilize a Developmental Language approach implementing principles of the DIR® Floor Time model, to understanding and supporting students’ social, emotional and academic development. This is a unique opportunity to do cutting edge work with dedicated support staff including SLP, OT, SW, fellow teachers and 1:1 teacher assistants assigned to each student, who understand and support developmental language, sensory processing strategies, emotional development, and how they impact children with autism. We believe that the “behaviors” others see as impacting education for these students are a result of their lack of comprehension, inability to communicate, challenges in processing sensory information from their environment and staying regulated around a broad range of emotions. With our appropriate interpretation of their intentions, appropriate language-based strategies, emotional and sensory supports, and an individualized, multi-sensory, engaging and meaningful curriculum on site and within the community doing vocational, life skills and recreational experiences, our students are soaring. Join our team! Our Teachers have a central role in the support of our students. For more information, please visit our website at www.soaringeagleacademy.orgPlease mail the application and your resume to: Soaring Eagle Academy, 800 Parkview Boulevard, Lombard, IL 60148. Our application can be found on our website. Please no phone calls.

QUALIFICATIONS:LBS1 Special Education License

• Strong interest in the transition 18 to 21 year old student population to facilitate hope for the future for students, their families and the staff you support.
• Experience in a high school or transition program environment with academic, vocational, life skills, recreational and community programming components.
• Knowledge and experience leading teacher assistants, working within a collaborative team and supporting students’ families.
• Interactive style that is supportive, affectual and engaging.
• Experience with children with special needs and/or Autism Spectrum Disorders.
• Willingness to gain knowledge and participate in direct coaching/training in Developmental Language Models and DIR® Floortime methodology.

ESSENTIAL FUNCTIONS:

• Conduct the classroom according to DIR® and developmental language model methodology practices.
• Ability to create, implement and adapt developmentally based curriculum for students of varied ages, learning styles and developmental levels.
• Complete lesson plans for individual and group activities on and off-site.
• Teach academic, vocational, life skills and recreational groups.
• Plan and implement appropriate educational, vocational and recreational curriculum in accordance with the Illinois Common Core State Standards.
• Ability to move flexibly between students of varied developmental capacities.
• Ability to manage a classroom and multiple teacher assistants, and collaborate within a multidisciplinary model.
• Effectively communicate with and support parents/caregivers.
• Ability to modulate and demonstrate affect appropriate to the situation to facilitate learning.
• Check in daily with student station work and rotate through various stations during academic/on-site and off-site jobs.
• Create visuals for supporting student comprehension for daily activities and groups.
• Provide direction, instruction and coaching to Teacher Assistants in the classroom environment.
• Support Teacher Assistants in understanding individual lesson plans for onsite and offsite activities.
• Supervise and monitor Teacher Assistants for preparation of classroom materials, maintenance of a clean and safe environment.
• Management for off-site trips including but not limited to the following
• Ability to support students in personal care including toileting, feeding/eating, etc.
• Ability to kneel, sit (on a chair or the floor) and stand moving easily and quickly from kneel to stand, sit to stand and stand to walk positions.
• Ability to walk up to a mile in distance.
• Ability to lift up to 50 pounds easily with no assistance from others.
• Ability to engage in and support physical activities initiated by students including but not limited to, jumping, running, climbing, rolling, sitting/lying on the floor, swinging.
• Ability to act and respond to a student’s dysregulation/behavior/combative and aggressive actions according to the strategies developed in the student’s Individualized Regulatory Support Plan, Safety Plan and SEA non-violent crisis intervention policy and procedures.
• Ability to quickly move away from and avoid combative/aggressive actions or behaviors of students.
• Ability to physically follow in close proximity and support students when he/she flees (runs) from an activity, an interaction or the learning environment.
• Ability to physically support students on indoor/outdoor therapeutic equipment.
• Acknowledge and reflect on student’s feelings and behavior in a caring and respectful manner.

TERMS OF EMPLOYMENT:

Immediate (Students are in attendance for 220 school days, 181 regular days and 39 summer session days). Full time staff employed 52 weeks of the year with 6 paid weeks of non-student attendance.

SALARY:

Competitive salary commensurate with experience.

BENEFITS:

Eligible for medical and ancillary benefits for full-time position. Benefits can include medical, dental and vision, with SEA contributing a generous portion of the total cost. Short term and long-term disability insurance and a life insurance benefit are offered at no cost. 403B participation is offered. 12 paid sick/personal days to be utilized by employee. Supported with teacher and curriculum mentoring and reflective processing. Work in an environment with state of the art equipment. Receive $250 continuing education reimbursement annually.

FULL TIME 1:1 TEACHER ASSISTANT

• • Act as the student’s one on one player (in a variety of settings, including interaction on the floor or at student’s work station, while walking/running in hallways, outside or at community outings) facilitating and supporting capacities for shared attention, regulation, engagement, ideation, problem-solving and thinking.

• • Attune and respond to the student’s intentions providing meaning to their actions.

• • Build a relationship with your student, always working to expand the relationship, critical for supporting the student’s ability to be engaged and available for learning throughout the day.

• • Support and facilitate student capacities for language development, comprehension and communication, including using appropriate language levels according to your student’s profile.

• • Recognize student’s interests and follow the student’s lead to engage in interactions allowing for elaboration and challenge of the student’s capacities.

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• • Support and lead individual and small group social and educational activities under direction of the classroom teacher.

• • Ability to kneel, sit (on a chair or the floor) and stand moving easily and quickly from kneel to stand, sit to stand and stand to walk positions.

• • Ability to walk up to a mile in distance.

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• • Ability to lift up to 50 pounds easily.

• • Ability to engage in and support physical activities initiated by your assigned student including but not limited to, jumping, running, climbing, rolling, sitting/lying on the floor, swinging.

• • Ability to act and respond to a student’s (yours and others’) dysregulation/behavior/combative and aggressive actions (which may include unpredictable physical conduct by the student against you) according to the strategies developed in the student’s Individualized Regulatory Support Plan and Safety Plan.

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• • Ability to quickly move away from and avoid combative/aggressive actions or behaviors of students.

• • Ability to physically follow in close proximity and support your assigned student when he/she flees (runs) from an activity, an interaction or the learning environment.

• Ability to physically support students on indoor/outdoor therapeutic equipment.