Occupational Therapist

Acton-Boxborough Regional School District; West Acton (MA); On-site; USD 58,000 - 105,000; Full time

Job summary

Acton-Boxborough Regional School District is seeking an Occupational Therapist to support students ages 2.9–22 across district schools, assessing needs and implementing therapy aligned with IEP goals. The OT will work with families, teachers, and other specialists to promote functional skills and academic participation.

The role requires MA state licensure, pediatric experience, and frequent travel between district buildings.

Qualifications

• Current Massachusetts state licensure to practice as an Occupational Therapist
• Experience working with children in pediatric settings (schools, clinics, etc.) preferred
• Willingness to learn and follow special education laws and regulations (IDEA, Section 504)
• Strong problem-solving abilities and teamwork skills

Responsibilities

• Conduct comprehensive assessments of physical, cognitive, and daily living skills in school settings
• Develop and monitor individual educational programs (IEPs) based on evaluations
• Provide group or one-on-one therapy sessions across classrooms and settings
• Document sessions, progress, and reporting for insurance, schools, and families
• Educate families and school staff on therapy goals and home/community support
• Collaborate with teachers, aides, and other professionals to support holistic development
• Supervise OT Assistants per Massachusetts Board guidelines

Skills

Pediatric OT

IEP knowledge

Team collaboration

Assessment skills

Job description

Acton-Boxborough Regional School District

Openings as of 9/4/2026

Occupational Therapist JobID: 6152

• Position Type: Special Education/ Occupational Therapist
• Date Posted: 9/2/2026
• Location: Acton-Boxborough Regional Schools
• Date Available: 10/05/2026

Salary: Per ABEA Contract; Range - $58,000 - $105,000

Major Responsibility:

Occupational Therapists in a school-based setting work with individuals aged 2.9 through 22 in accessing their educational environment and academic curriculum and assist them in maximizing their independence in their daily routines, activities and functional tasks. They focus on developing or improving motor skills, sensory processing abilities, cognitive functions, and social-emotional skills. The Occupational Therapist is a related service provider who can be an integral member of the Special Education Team, if the individual requires such intervention.

Details of Roles and Responsibilities:

Assessment and Evaluation

• Conduct comprehensive assessments to evaluate an individual's physical, cognitive and emotional development, motor skills, sensory processing, and school-related daily living skills.
• Develop individual educational programs based on evaluation results, goals, and parent/teacher input.
• Monitor progress and make adjustments to therapy plans, as needed.

Therapy Sessions

• Provide group, or one-on-one therapy sessions in various settings within the school (e.g., therapy room, classroom, art, lunch, P.E., special education classrooms, etc.)
• Use play-based techniques, therapeutic exercises, adaptive equipment, assistive devices, classroom accommodations/modifications, and other intervention to help children develop functional skills.
• Focus on improving fine motor skills (e.g, eye-hand coordination), gross motor skills (e.g., balance, coordination), and sensory integration (e.g., sensory motor/processing issues)
• Work closely with parents, caregivers, teachers, and other healthcare providers (e.g., speech therapists, physical therapists, psychologists, paraprofessionals, etc.), to ensure a holistic approach to the individual's development.
• Provide guidance and training to parents and caregivers on how to support therapy goals at home and in the community.
• Support school staff in the regulation of students, as appropriate.
• Work with the individual's team, and school administration to develop evacuation/safety plans for students, when an alternate plan is needed.

Implementation, Documentation and Reporting of Services

• Follow district, state, and federal policies.
• Development and implementation of therapy programs in compliance with Individualized Education Programs (IEPs).
• Maintain accurate and up-to-date records of therapy sessions, progress reports and assessments.
• Write clear reports and documentation for insurance purposes, schools, parents, and other healthcare professionals.
• Advocate for children's needs by providing recommendations for accommodations and modifications in educational environments.
• Participate in IEP/evaluations meetings, providing expertise on therapy-related accommodations and goals.

Education and Advocacy

• Educate families and school personnel on techniques and strategies to support a child's physical and motor development.
• Advocate for children's needs within the educational setting.

Communication and Collaboration

• Build relationships with families, providing education and resources to support student needs at home and in the community.
• Maintain partnerships with external agencies and vendors for the procurement of therapy supplies and services.

Supervision

• Must follow the Massachusetts Board of Allied Health Professionals requirements to supervise an Occupational Therapy Assistant. Supervision can be provided through phone, written, or electronic communication, as well as in-person contact. The Occupational Therapist must provide adequate supervision to ensure the provision of safe, quality care.

The OT will work across district schools, requiring travel between buildings. The position involves some lifting of equipment and/or individuals as necessary for therapy activities, or emergency purposes. Physical stamina and exertion to carry out therapy sessions and techniques, including activities such as standing, bending, kneeling, and demonstrating exercises.

Qualifications:

Licensure/Certification

• Current Massachusetts State licensure to practice as an Occupational Therapist

Experience

• Experience working with children, especially in pediatric settings (e.g., schools, clinics, hospitals, etc.), is preferred

Knowledge, Skills, and Abilities

• Willingness to learn understanding and follow special education laws and regulations, including IDEA and Section 504
• Strong problem-solving abilities
• Ability to be flexible to frequently changing schedule
• Capacity to work with a team of professionals
• Knowledge of child/adolescent development, sensory integration techniques, and therapeutic approaches for pediatric care is essential.
• Knowledge with specific pediatric diagnoses/disabilities (e.g., Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Cerebral Palsy, Developmental Delay, Down's Syndrome, Neurological/Orthopedic conditions, etc.)

We believe that our students deserve to learn from educators who reflect their backgrounds and life experiences, and we want our staff to reflect the wide range of student identities we seek to serve. To this end, our District is committed to increasing the diversity of our certified educators and leaders. We believe that by building a more representative workforce, our students will have better outcomes and be more prepared for an increasingly diverse world. We encourage the following to apply: candidates of color, individuals with diverse life experiences and on-traditional backgrounds, and allies in our diversity, equity, and inclusion work.