-Support the research, development, and implementation of special education requirements, policies, and guidance;-Coordinate implementation and evaluation activities in support of the State Systemic Improvement Plan (SSIP);-Develop dynamic guidance and resources to support District educators in understanding special education requirements and effectively using data systems;-Translate processes into practice-based guidance to support programmatic implementation of special education requirements and improvement initiatives.

•Monitor and support IDEA, DCMR, and Section 504 compliance across three schools (PK3-8th Grade) and approximately 20 case managers;•Provide consultation, coaching, and technical assistance regarding regulations, policy, and best practice in compliance and implementation for Special Education and Section 504 plans;•Facilitate all IEP and 504 team meetings, including eligibility and annual meetings, and oversee all related documentation requirements;•Create and maintain comprehensive organizational and data collection systems; •Train Special Education Teachers in developing high quality IEPs and maintaining data-driven progress monitoring systems, providing constructive feedback and performance improvement support as needed;•Advocate for the needs and interests of special populations to internal and external stakeholders and key decision makers in order to support high quality programming and practices;•Coach Special Education Teachers and Related Service Providers in analyzing data at individual and group levels to assess and improve compliance and service quality;•Initiate and maintain consistent, collaborative communication with families, key external stakeholders, and community partners;•Anticipate and respond to complaints and disputes with a collaborative, transparent, and culturally-responsive mediation and resolution approach; •Promote immediate implementation of evolving guidance, including changes in OSSE’s Part C to B transition policy and updates to DCMR Chapter 30;•Supervise timely completion of evaluations and eligibility determinations through structured monitoring and consistent communication;•Coordinate classroom and statewide testing accommodations;•Obtain and monitor consent for Medicaid reimbursement for related services;•Revise network-wide templates for comprehensive meeting notes, prior written notices, and exemplars for present level of performance summaries.

•Served as Special Education Teacher in Preschool (PK3), Prekindergarten (PK4), and Kindergarten, delivering specially designed instruction in inclusive general education classrooms and special education settings;•Organized co-planning meetings with classroom teachers and related service providers to develop holistic, collaborative plans to improve student access to the curriculum, including Tools of the Mind;•Facilitated IEP team meetings, including evaluation planning, eligibility, and annual meetings;•Developed IEPs and data collection methods for progress monitoring;•Implemented high quality, comprehensive case management practices and resources that were adopted at the Manager level for use by other teachers and case managers;•Created clear, accessible Student Support handbook resources for staff across the network to understand early childhood referral considerations and inclusive Special Education best practice;•Administered a variety of evidence-based formal and informal assessments to support data-driven referrals, evaluation plans, and progress monitoring;•Presented on special education topics and served as a mentor to educators from the Capital Teaching Residency, Special Education Fellowship, and KIPP DC early childhood special education teams;•Member of the teacher leadership team as the New Teacher Cohort leader, providing professional development and mentorship for first year teachers.

•Served as a Lead Teacher in a self-contained classroom for students from ages two to five, using modified Creative Curriculum practices;•Administered developmental and content-based assessments for progress monitoring and eligibility, including the Battelle Developmental Inventory;•Developed IEPs and facilitated multidisciplinary team meetings, fostering a collaborative culture;•Served as Grade Level Chair, guiding colleagues in a transformative revision of extracurricular opportunities for students with disabilities.