Director of Inclusion and Special Education

Inclusive Learning and RTI Implementation

• Lead our inclusive learning vision to ensure strong practices are flourishing at all BKS learning spaces
• Create and maintain processes and procedures for support through the 3 Tiered RTI Model
• Lead Child-Study-Team Meetings to support interdisciplinary collaboration and agreed upon next steps
• Manage incoming Requests for Support and respond to requests in a timely manner
• Lead weekly Inclusive Learning Team meetings, to discuss noticing's, support requests, and next steps for the team
• Collaborate with the Director of Curriculum and Instruction to support the implementation of classroom suggestions and support consisting of cultural, language, and disability inclusion
• Supervise the Inclusive Learning Team, which includes the BKS Licensed Social Worker (including providing support with play therapy caseload management, family communication, and mental health support and consultation for families and staff), BKS Occupational Therapist, and BKS Speech and Language Pathologist
• Research and determine how to become a New York City Public Schools Vendor for Mandated Services and work towards acquisition of that ability
• Support the Occupational Therapy team with utilization and promotion of the Sensory Gym

IEP/IFSP Management and Support

• Oversee collection of IEP/IFSP data including the status of the child in the process and services received
• Draft letters to support families with requesting CPSE services
• Maintain an updated list and build relations with related service providers in the community
• Maintain an updated list and build relations with evaluation agencies in the community
• Attend annual reviews as needed, when family approval is provided
• Create and maintain a system for progress monitoring of IEP/IFSP goals
• Support centers and families, in collaboration with the Social Worker and Family Service Staff, in ensuring children receive all mandated services
• Support classroom staff with understanding the IEP’s of children in their care
• In collaboration with the BKS Licensed Social Worker, support families in understanding the IEP Process

Employee Support/Training

• Listens objectively to employee concerns and plans a recommended course of action
• Implement with and train employees on BKS’s Inclusive Learning processes
• Host internal IEP monitoring meetings with staff to help ensure the IEP is being supported within the classroom
• Provide training for staff on specific disabilities, special education components, or inclusion topics
• In collaboration with the Director of Curriculum and Instruction, support staff with modifications, accommodations, and cultural/linguistic inclusive classroom practices
• On occasion, co-lead PLC sessions with the Director of Curriculum and Instruction on inclusion topics

Family Support

• In collaboration with Family Services Staff, Center/Program Directors, and the BKS Licensed Social Worker interact with parents/caregivers to keep them informed, answer questions, and address concerns
• Collaborate with the BKS Social Worker in planning events and workshops, including a parenting curriculum throughout the school year on inclusion related topics
• Communicate regularly and request updates from families currently in the CPSE IEP Process
• Support families in the Turning 5 Process

Data Collection

• Provide monthly data reports on IEP/IFSP and relative services status including children in the IEP/IFSP process
• Collect data on internal service sessions such as frequency of sessions and at a minimum an annual pre and post assessment
• Provide quarterly data reports on information relating to support requests received and the inclusive learning team’s response
• Lead the development and implementation of a comprehensive data system to track evaluation timelines, IEP/IFSP compliance, service delivery, and student progress across all early childhood sites
• Maintain accurate, timely, and compliant records in ChildPlus to ensure data integrity through routine audits
• Use screening and assessment data (e.g., ASQ, CLASS, TSG) to identify children at risk, determine areas of instructional need, and inform early intervention supports
• Monitor and analyze child outcome data (social-emotional, adaptive, cognitive, communication, and physical domains) to identify trends, determine program effectiveness, and guide instructional and therapeutic interventions