Director of Inclusion and Special Education

Job Description

Job Description

Job Title: Director of Inclusion and Special Education

Reports To: Deputy Director of Education

FLSA Status: Exempt/Non-Union
Work Location: Center-based with travel to all BKS sites
Schedule: Full-time (40 hours/week)

The Brooklyn Kindergarten Society (BKS) is the original “born in Brooklyn.” We were founded in 1891, and for 130 years, BKS has helped provide high-quality early childhood education to working families. BKS has grown up with the borough and continues to be a leader in equitable access to early childhood education. We provide full day, year-round academic experiences and care for children ages 2-5 years old. Our curriculum is play based and marries together reading, writing, movement and music, with STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning. Our goal is to ensure that Brooklyn’s youngest learners have an equitable first educational step.

Position Summary

Brooklyn Kindergarten Society is seeking an inclusion mindset driven individual to spearhead our Inclusive Learning Program, support with IEP/IFSP management, lead Child Study Team meetings, promote utilization of our Sensory Gym, and support our 7 centers with implementing inclusive practices, adaptations, and modifications across all classrooms. This experienced individual will supervise, evaluate, and lead a team of related service providers (Occupational Therapist, Social Worker, Speech Pathologist) to support effective implementation of special education supports across BKS. NYS Certification in Students with Disabilities (Birth-Grade 2) or equivalent is required. The Director of Inclusion and Special Education’s responsibilities encompass a wide range of tasks that center around promoting BKS’s vision on Inclusion and Special Education, and supporting our programs and initiatives including but not limited to the following; Supervision/case-load support for related service providers, IEP/IFSP management from referrals to progress monitoring to annual reviews, data collection, staff training on inclusive practices, acquisition of outside mandated related services, operations of our sensory gym, parental supports, etc.

SCOPE OF INFLUENCE

• Internal clients such as Center/Program Directors, Internal Related Service Providers (Occupational Therapist, Occupational Therapy Assistant, Social Worker, Speech/Language Pathologist), Teaching Staff, Family Service Staff, along other central office staff as needed

• External clients such as CPSE offices, special education evaluators, external related service providers, etc.

Key Responsibilities

Inclusive Learning and RTI Implementation (30%)

• 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 (30%)

• 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 (10%)

• 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 (15%)

• 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 (15%)

• 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

Other (5%)

• Uphold discretion in dealing with all confidential matters and information.

• Attend staff meetings and training as required.

• Perform special projects and other duties as assigned.

Qualifications

• NYS Professional or Permanent Certification in Students with Disabilities (Birth-Grade 2) or equivalent

• Master’s in Special Education or related field

• Intermediate skills in Microsoft Office, Google Suite, and any and all external systems related to DOE and DOHMH systems