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[Immediate Hire] Elementary School Dean of Student Supports

[Immediate Hire] Elementary School Dean of Student Supports

DREAMNew York, NY, US
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Elementary School Dean of Student Supports

Reporting to the Principal, this position will serve as a leader for staff and parents with regard to special education services and regulations. In addition, the Elementary School Dean of Student Supports will work closely with the Network Director of Special Education and the school-based leadership team to ensure the implementation of special education policies and the integration of student support services.

The Elementary School Dean of Student Supports should thoroughly understand state and federal regulations and local policies regarding children with special needs. The candidate should have experience leading IEP Meetings, coaching teachers when writing IEP reports, adhering to all timelines / deadlines, and demonstrating a solution-oriented mindset when working through challenging situations. The Elementary School Dean of Student Supports should be flexible, self-motivated, a team player, and be able to manage up effectively.

Like all DREAM employees, the Elementary School Dean of Student Supports should demonstrate a strong commitment to the mission and values of DREAM and have substantial expertise in all areas of responsibility. Candidates must also value DREAM's comprehensive approach to education and desire to make a lasting impact in underserved communities as part of a growing organization.

Major Focus Areas :

  • Special Education Compliance
  • Teaching Caseload Students with IEPs & Below Grade Level
  • Response to Intervention (RTI)
  • SPED Teacher / Dept Leadership

Responsibilities

  • Serve as a member of the School Leadership Team, and advocate for special education in team meetings;
  • Reinforce clear expectations and routines that are aligned with the school's overall vision for meeting the needs of all learners;
  • Create a positive, achievement-oriented, structured learning environment with a high joy factor so that students are excited about and invested in their academic excellence.
  • Teach and progress monitor a caseload of students to determine strengths and needs, analyze data, and provide and plan interventions with fidelity;
  • Provide a variety of research-based reading intervention strategies to promote student reading growth;
  • Maintain continued communication with content area teachers and ensure knowledge of grade-level standards and concepts through weekly participation in grade team meetings;
  • Model responses and provide visual anchors / agendas / materials and lead students through guided and independent practice and regularly check for understanding;
  • Demonstrate understanding within the field of Special Education by integrating a student's Individual Education Plan (IEP) into the designated reading intervention program by planning and monitoring student IEP goals, sharing student data both verbally and in writing during IEP meetings;
  • Oversee and manage a caseload of special education students and implement their IEP / 504 plans, including pull-out settings;
  • Ensure appropriate delivery of both special education instruction and related services, including outside related service providers, as stipulated on IEPs / 504 plans, including consistent IEP Goal progress monitoring;
  • Ensure compliance by the school with all local and Federal laws and regulations relating to students with IEPs / 504 plans and students referred to special education;
  • Facilitate IEP meetings in partnership with the DOE by using a strengths-based and family-centered approach;
  • Work with the DOE to schedule IEP meetings prior to the IEP compliance deadline;
  • Ensure IEPs are developmentally appropriate, curriculum / standards-based, strength-based, relevant to individual students, and incorporated into the daily lesson plans;
  • Coordinate with the student's special education team to ensure all documents are completed in a timely manner (according to state, local, and school policies and procedures);
  • Coordinate with teachers and the Data Team effective implementation of IEP Testing Accommodations for all formative and summative assessments;
  • Ensure all data platforms are up to date with the most current information : SESIS, Power School, ATS;
  • Set, monitor, and enforce clear expectations for students new to DREAM coming in with IEPs by ensuring parents have accurate information regarding special education programming; teachers are aware of the student needs within the IEP, and the IEP program is implemented with fidelity upon enrolling at DREAM.
  • Be an active member of the Response-to-Intervention Team by participating in the monthly meeting process of developing strategies to service students in need led by the Director of Special Education;
  • Attend and support grade-band RTI Scholar Talks;
  • Coordinate with the Network Director of Special Education, Academic Deans, Teachers, and the Data Team in the creation of RTI academic and social-emotion groups;
  • Monitor implementation of plans through the use of observation and feedback, support in facilitation of scholar talk meetings, and initiating meetings as needed with a student's team to reflect back on the RTI plan;
  • Ensure RTI data is entered into student plans weekly for their grade bands and follow up with teachers to check in on plan implementation.
  • Observe the implementation of research-based interventions and integrated co-teaching models : diagnose challenges and provide effective feedback to ensure student academic improvement;
  • Provide coaching and teacher development on student support best practices by co-facilitating Intellectual Planning meetings with the Academic Deans in Math and ELA to support differentiated and IEP goal instruction within lesson plans; Observe weekly implementation of lessons and provide feedback;
  • Collaborate with Academic Deans co-create data-based meeting agendas to set goals and backwards map action plans aligned with the needs of students with disabilities; Facilitate meetings for learning specialists using time strategically to prioritize what matters most for student learning;
  • Provide professional development and technical assistance to teachers and related service providers on all aspects of IEP management : Understanding of DREAM's special education processes, writing and progress monitoring of goals, progress reports, annual reviews, teacher collaboration, and parent communication;
  • Supervise, coach, and develop reading intervention teachers and ELL teachers;
  • Oversee all ELL compliance and coordination;
  • Collaborate with Mental Health Providers when onboarding paraprofessionals for their grade bands (BIPS, Parent Communication, School Culture) and ensure alignment on student needs making adjustments to IEPs as needed (i.e., FBAs, BIPs, Placement);
  • Provide coaching and teacher development on best practices for student support by leading Special Education Department Meetings and coaching Learning Interventionists.
  • Effectively communicate the special education process to parents and guardians, including the process for referrals, evaluations, annual IEPs / 504 plans, and re-evaluations, as well as parental rights granted by IDEA;
  • Engage parents and families in their children's academic success through regular communication of success and challenges; communicate regularly with parents about student progress and IEPs;
  • Lead monthly parent forums to provide consistent training for families when best supporting their child / children with disabilities within the home environment.
  • Communicate the DREAM's special education process and DREAM's special education services to prospective parents and guardians;
  • Schedule meetings with newly enrolled families to review student's current IEP, to assess the student's special education needs, to determine what services DREAM is able to provide, and to support the family in determining if DREAM is the appropriate placement for their student;
  • Provide support to newly enrolled families in the collection of their child's IEP from their current school.
  • Additional duties related to the running of the school as assigned.

    • Qualifications

  • Bachelor's Degree required; Master's Degree in Special Education preferred;
  • Three years of teaching experience in an Integrated Co-Teaching or special education setting with a record of high student achievement, required;
  • Successful experience in coaching, people leadership, and leading professional development in large group, small group or one-on-one settings, strongly preferred;
  • Appropriate New York State certification in Special Education, preferred;
  • Bilingual (Spanish) preferred;
  • Ability to set the direction for a team and motivate others to action;
  • Demonstrated student achievement results in their own classroom and from teachers that they manage;
  • Demonstrated ability to create inclusive environments that honor and supports a diversity of backgrounds and perspectives;
  • Adept at data analysis with the ability to extract meaningful insights across school-wide data;
  • Expertise in what the school-wide academic standards and state assessments require of students' knowledge and skills to demonstrate mastery and able to translate student mastery requirements into instructional plans and strategies;
  • Deep understanding of appropriate application and differentiation of high-
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