Provide direct physical therapy services to infants, toddlers, and preschool children within the Early Childhood Intervention program. Collaborate with families and educators to implement individualized treatment plans and embed therapeutic strategies into daily routines.
Requirements summary
Requires a degree in Physical Therapy and an active Texas license. Candidates should have experience with children aged 0-5 and knowledge of evidence-based intervention strategies in home and classroom settings.
Category: Health Care Preschool Intervention Team (PIT) - Pediatric Physical Therapist
Position Details
Position Code: PTPIT Exempt Status Pay type: Exempt/ Salary Reports To: PIT Manager DOL Status: Full Time Department: PIT (Preschool Intervention Team) Work Schedule: Typically, M-F 8am - 5pm Location: Higgins/ Lullwood WC Code: 8868 Travel: 1%- 10% EEO - Category Professionals GENERAL DESCRIPTION OF POSITION: This position provides services within the Early Childhood Intervention (ECI) program in accordance with HHSC guidelines and IDEA Part C requirements to infants, toddlers, preschool-aged children, and their caregivers to support the development and mastery of functional skills and reduce the impact of developmental delays or disabilities. Services are delivered in accordance with the Individuals with Disabilities Education Act (IDEA) and regulated by the Health and Human Services Commission (HHSC). This position serves as part of an interdisciplinary team to evaluate, assess, support eligibility determination, and develop and implement individualized treatment plans. The therapist is responsible for documenting progress, ensuring compliance with program requirements, and collaborating with families, educators, physicians, and other healthcare providers to support coordinated, high-quality care across settings. The therapist applies both a coaching and clinical approach, supporting caregivers and teachers in embedding evidence-based strategies into daily routines while also delivering skilled therapeutic interventions as appropriate. This role includes participation in initial evaluations and ongoing assessment of child progress. Services are delivered across natural environments, including homes, childcare centers, and classroom settings, with a strong emphasis on classroom-based support, observation, and collaboration with teaching staff. This role requires flexibility in scheduling and service delivery across preschool locations. ESSENTIAL FUNCTIONS: This position requires face to face interactions with staff, board, vendors, and the general public on a daily basis to accomplish all essential functions of the position. DIRECT SERVICE AND INTERVENTION
Provide direct therapy services within the ECI program to children with disabilities or developmental delays in accordance with the Individualized Family Service Plan (IFSP) and/or Plan of Care (POC), ensuring services begin within required timelines (e.g., 28 days of enrollment for ECI). Deliver ECI services using the coaching model, including providing parents and/or caregivers with strategies to support the child’s participation in daily routines and natural environments, to support IFSP outcomes and Plan of Care goals in accordance with ECI requirements. Ensure all authorized therapy visits/units are completed within required timeframes, including proactive scheduling and completion of make-up sessions as needed. Provide caregiver education, training, and home program strategies to promote carryover, safety, and functional skill development across environments. Collaborate with families, educators, and interdisciplinary team members to support consistent intervention strategies and inclusive practices across home, community, and/or preschool settings. Provide coaching, modeling, and guidance on adaptive strategies and materials to enhance participation and independence. Support family engagement and strengthen caregiver-child interactions to promote learning throughout daily activities. Service delivery will take place within designated service areas; travel across teams or zip codes may be required based on program needs. EVALUATIONS, ELIGIBILITY, IFSP, AND PLAN OF CARE
Conduct evaluations and/or participate in interdisciplinary assessments to determine eligibility for services using standardized tools (e.g., DAYC-2) and clinical judgment, in accordance with HHSC/ECI rules, regulations, and program standards. Accurately score assessment tools, interpret results, and determine eligibility in compliance with HHSC/ECI rules, Medicaid, and program policies. Clearly and appropriately share evaluation results with parents/caregivers. Develop individualized Plans of Care (POC) and/or contribute to the development of the IFSP, ensuring goals are functional, measurable, and support the child’s participation in daily routines. Ensure treatment plans include appropriate interventions, short- and long-term goals, and measurable outcomes. Submit all evaluation documentation, including required tools and eligibility components, within established timelines. DOCUMENTATION AND COMPLIANCE
Maintain accurate, timely, and complete documentation of all services, including collaborative documentation when applicable. Ensure all documentation meets agency standards as well as HHSC/ECI, Medicaid, and private insurance requirements, and maintain compliance with all state and federal ECI timelines, including but not limited to the 28-day timeline for initiation of services. Complete all required documentation within established timelines and ensure records are finalized (not left in modifiable status). TEACHER ENGAGEMENT AND COLLABORATION
Collaborates with PIT EISs and teaching staff to support inclusive, individualized classroom environments aligned with licensing, Texas Rising Star (TRS), and National Association for the Education of Young Children (NAEYC) standards, while supporting ECI service delivery and the alignment of IFSP outcomes and Plan of Care goals within classroom settings.
Conducts classroom observations to identify needs, inform coaching cycles, and provide differentiated support to teachers.
Provides ongoing coaching to teachers using the ECI coaching model to embed evidence-based strategies into daily routines and classroom activities, while supporting ECI service delivery and the alignment of IFSP outcomes and Plan of Care goals within classroom settings.
Maintains documentation related to classroom support, including tracking strategies, progress, and identified needs to support transitions, assessments, and care coordination. PROFESSIONAL DEVELOPMENT AND TRAINING Partners with program leadership to design and support professional development aligned with inclusive practices and program goals. Develops and maintains training resources to support ongoing teacher development. Facilitates and presents training during Inclusion Conferences and other internal or community-based learning opportunities. OTHER FUNCTIONS
Attends and actively participates in team, discipline, agency, lunch and learns, and staffing meetings to support child outcomes, service coordination, and compliance with program requirements.
Participates in inclusion conferences, staffing's, and collaborative meetings with educators and program staff to support inclusive practices and alignment of intervention strategies.
Maintains required professional licensure and completes all continuing education requirements in accordance with discipline-specific and state licensing standards.
Supports program operations and service delivery, including participation in initial enrollments, obtaining TRFs, coordination activities, and other duties that promote quality services for children and families.
Supports ECI program operations, including enrollment, service coordination, and compliance with HHSC requirements QUALIFICATIONS: Degree in Physical Therapy with current and active Texas licensure in the respective field. Demonstrated ability to provide skilled therapeutic services to young children ages 0–5, including those with disabilities, is required. Knowledge of early childhood development and the ability to apply evidence-based intervention strategies across home and classroom settings is essential. The therapist must be able to collaborate effectively with families, educators, physicians, and interdisciplinary team members. Strong communication, organization, and time management skills are required, along with the ability to complete documentation and utilize electronic records systems in compliance with program requirements.
Preferred
Experience in Early Childhood Intervention (ECI), preschool or classroom-based settings, or a family-centered service organization is preferred. Experience supporting inclusive classroom environments and collaborating with teaching staff is strongly desired. Bilingual in English and Spanish. Necessary Skills Ability to demonstrate, understanding and apply our Core Values which are at the heart of our organization and are embedded in all roles. High quality of work, organization and planning skills, problem solving and decision-making skills, self-improvement and initiative, adaptability and flexibility, excellent communication skills (written and verbal), ability to work well with others and independently. Ability to implement developmentally appropriate practices within the program. Ability to work well independently, manage multiple projects and prioritize duties. Ability to communicate effectively (written and verbal) with families, staff, and community. Ability to work with others in a supportive, professional, and cooperative manner. Fosters teamwork and proactively addresses conflict seeking timely resolution. Proficiency in Microsoft Office including Word, Excel, Outlook and Access as well as Adobe products. Ability to effectively interact and relate to children in a developmentally appropriate manner; must be sensitive to individual children’s differences and needs, and willing to adjust the program curriculum to meet those individual needs. Must be motivated to learn and grow in an educational environment; and be willing to continually increase knowledge in the field of Early Childhood Education. Must be able to relate with and speak to parents in a respectful and courteous manner; must be willing to work in a team environment to include willingness to share ideas & be open to other’s ideas; and be flexible & willing to compromise. Ability to communicate effectively (written and verbal) with families, staff, and community. Demonstrates behavior that is professional, ethical, and responsible. Ability to learn, interpret, and apply rules and regulations. MENTAL & PHYSICAL DEMANDS Ability to maintain emotional control under stress and empathize with staff, supervisors, and families we serve. Ability to effectively prioritize tasks and calendar according to impending deadlines. Ability to use critical thinking and problem-solving skills. Ability to ensure personal accountability. Ability to compute and compile reports and perform calculations. Ability to use reasoning and analytical skills. Ability to meet the physical demand of working with young children, such as bending, climbing, crawling, grasping kneeling, reaching, squatting, standing, stooping, twisting, and sitting on the floor. Ability to lift and/or move up to 40 lbs. Ability to work flexible hours. Ability to drive personal vehicle and have/maintain personal auto liability insurance. Ability to stand for extended periods. Ability to remain seated for extended periods of time. Ability to monitor a computer screen for extended periods of time. Some weekend hours may be required for outreach purposes. TOP COMPETENCIES Developing / Directing others Interpersonal Skills Customer Focus Decision Quality and Problem Solving Managing and Measuring Work Personal Learning and Development / Technical Learning Action Oriented / Drives for Results
Time Management The preceding job description has been designed to indicate the general nature and essential duties and responsibilities of work performed by employees within this classification. It may not contain a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to do this job. It is not an employment contract. Our organization reserves the right to modify job duties or job descriptions at any time. Employee Printed Name Employee Signature Date PERFORMANCE INDICATORS (PI) Performance indicators, often referred to as key performance indicators (KPIs), are measurable values that demonstrate how effectively an individual, team, department, or organization is achieving its objectives and goals. These indicators provide quantifiable measures that reflect how effectively an employee is performing their duties and contributing to the overall goals and objectives of the organization. In a performance review, performance indicators serve as benchmarks against which an employee's performance is assessed. These indicators may vary depending on the nature of the job role and the goals of the organization. Performance indicators should be specific, measurable, achievable, relevant, and time-bound (SMART) to ensure clarity and objectivity in the review process. By tracking and assessing these indicators, organizations can gain insights into employee performance, identify areas for improvement, and make informed decisions about compensation, promotions, and career development opportunities.
Name
Description (What is being measured?, How it is being measured?, and How is it scored?)
Weight: Service Delivery PvD 25% Family Engagement Ensure families are engaged and supported through effective communication, coaching, and care coordination. Families demonstrate understanding of their child’s strengths, needs, and strategies to support development across settings. Performance is measured through caregiver satisfaction surveys and feedback. Expectation 3 – 4.74 25% Engagement and Collaboration??
PROPOSED: Participate in scheduled teacher planning time to support alignment of instructional strategies and ensure therapy recommendations are integrated into classroom activities. This includes providing input on strategies, adapting activities, and collaborating with teaching staff to support student participation. Performance is measured by attendance and participation in scheduled planning time, completion of documented classroom collaboration activities (e.g., observations or strategy discussions), and alignment with assigned collaboration hours.
Expectation
BLANK hours per month 25% Compliance Ensure all therapy services are initiated within the required 28-day timeframe for all enrolled children, as required under the Individuals with Disabilities Education Act (IDEA) and in alignment with HHS performance determinations. This includes timely scheduling, coordination with families and team members, and proactive management of barriers to prevent delays in service delivery.
Expectation
95-99% Ensure that all paperwork deadlines are met so services can be billed in a timely manner.
Daily notes are due by the following business day by 11:59 pm. All evaluation notes must be submitted by five business days of evaluation completion. Expectation will be measured on the Paperwork % Report pulled out of My Evolv.
Expectation
90-99% 25% I have received and understand the performance indicators outlined for my performance review. I understand that these are only indicators of my performance for the purpose of my semester reviews and are not fully inclusive of all the responsibilities of my position. I understand that I am responsible and will be held accountable to performing all of the duties of my position as indicated on my position job description. I understand that these performance indicators serve as benchmarks for assessing my job performance and contributions to the organization. I acknowledge that my performance will be evaluated based on these indicators and that my ongoing development and success within the organization depend on my ability to demonstrate proficiency in these areas. Employee Printed Name Employee Signature Date Qualifications
Market context
Texas pediatric PT roles stay competitive
In Texas, pediatric physical therapist openings are often driven by demand in early intervention, schools, and outpatient pediatric settings. These roles are competitive because employers look for an active Texas license, experience with children ages 0-5, and evidence-based intervention skills in home and classroom environments. Review the AI-summarized requirements and benefits on this platform to save research time, then tailor your application to highlight pediatric experience and Texas licensure.
