Senior Director, Related Services

District of Columbia Public Schools; Washington (District of Columbia); On-site; USD 135,000 - 165,000; Full time

Job summary

District of Columbia Public Schools is seeking a Senior Director, Related Services within the Office of Teaching and Learning to oversee the related services and assistive technology portfolio for students with disabilities. The role leads a broad team, partners with schools and Central Services, and ensures high-quality service delivery aligned with IDEA and MTSS frameworks.

The position emphasizes data-driven decision making, strategic program development, and cross-team collaboration to

Qualifications

• Bachelor's degree and six to eight years of related work experience.
• Master's degree preferred.
• Eligible for or holds DC Department of Health License in Audiology, Occupational Therapy, Physical Therapy, or Speech-Language Pathology.
• Previous exposure to or experience in the education sector a plus.

Responsibilities

• Leads oversight and supervision of the overall related services and assistive technology team.
• Ensures quality, consistency, and timely assessment reports for students in the special education and 504 eligibility process.
• Ensures timely and consistent implementation and delivery of services (MTSS, 504, and IEP).
• Oversees the Assistive Technology consultation, collaboration, training, and implementation monitoring process.
• Oversees the professional development of related service provider staff in ensuring providers are informed on innovations, policies, practices, and evidence-based research.
• Develops strategy for pilot implementation across school configuration, presentation of student need, and modality of intervention.
• Develops and manages a non-personnel and personnel budget to achieve high-quality service delivery models.

Education

Bachelor's degree

Master's degree preferred

Job description

Office: Office of Teaching and Learning - Specialized Instruction

The mission of theOfficeofTeaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences foreverystudent. OTL team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development.

The Division of Specialized Instruction (DSI)withintheOfficeofTeaching and Learning works to provide a high-quality continuum of services in an inclusive environment so every student with disabilities is prepared for success in college, career, and life. The division works with schools to design, implement, andmonitorprograms andsupportforstudents with disabilities.

Divisions/Teams

TheRelated Servicesteam (Assistive Technology,Audiology, Occupational Therapy, Physical Therapy and Speech-Language Pathology) is committed to increasing educational access and independence of every student in our schools by providing quality evidence-based interventionsand supportsto students through the provision IEP, 504 and RTI services.

TheTransitionteam oversees the process of preparing students for life after they leave high school, including participation in post-secondary education or training, employment, and community living.

TheModified InstructionandProgrammingteam oversees self-contained special education classrooms that implement a modified curriculum, including Communicationand Education Support (CES), Independent Learning Support (ILS), Early Learning Support (ELS).

The team also manages the Extended School Year (ESY) and the Home and Hospital Instruction Program (HHIP).

TheInclusive Instruction and Programsteam provides training, coaching, and actionable resources to build the capacity of all DCPS leaders and educators to effectively implement instructional practices that support the needs of all DCPS learners, including and especially those students receiving special education services, regardless of learning environment.

ThePlanningandEffectivenessteam provides division-wide support in the areas of data- and evidence- drivendecision making and progress monitoring,andbudgeting and procurement.

TheResolutionteam ensures DCPScomplies withIDEA by supporting schools through the dueprocesscomplaint process and resolving special education disputes. In partnership with theOfficeofGeneral Counsel, the team manages complaints, mediations, HOD implementation, and compliance with settlements, LODs, and OCR agreements.

TheNon-PublicandCentral IEPteamensures the provision andprogressmonitoring of special education and related services for DCPS students placed in non-public and residential settings. It alsoleads Child Find activities for studentsenrolled in parentally placed settings and private schools.

TheMonitoring and School Support teamprovides coaching and guidance to schools to ensure compliance with federal, state, and DCPS requirements. Through monitoring, data reviews, professional development, and technicalassistance, the team strengthens schoolsystemsand improves outcomes for students with disabilities by translating policy into practice.

TheRelated Servicesteam (Assistive Technology,Audiology, Occupational Therapy, Physical Therapy and Speech-Language Pathology) is committed to increasing educational access and independence of every student in our schools by providing quality evidence-based interventionsand supportsto students through the provision IEP, 504 and RTI services.

The Senior Director, Related Services will be responsible for all aspects of related services and assistive technology. For aspects of programming that already exist, this position will be responsible for evaluating their effectiveness and ensuring that they are meeting the needs of students. Where there are gaps in programming, the Senior Director will be responsible for working with schools and Central Services teams to develop appropriate programming, interventions, and supports for students prior to referral, as well as those with IEPs. Using national standards and trends for school-based audiologists, occupational therapists, physical therapists, and speech-language pathologists, the Senior Director, Related Services works to promote academy success for all students through quality evidence-based services and activities.

This position has been designated as Protection Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying protection sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Traffic record check (as applicable).

Position Overview

The mission of theOfficeofTeaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences foreverystudent. OTL team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development.

The Division of Specialized Instruction (DSI)within the OfficeofTeaching and Learning works to provide a high-quality continuum of services in an inclusive environment so every student with disabilities is prepared for success in college, career, and life. The division works with schools to design, implement, andmonitorprograms andsupportforstudents with disabilities.

Divisions/Teams

• TheRelated Servicesteam (Assistive Technology,Audiology, Occupational Therapy, Physical Therapy and Speech-Language Pathology) is committed to increasing educational access and independence of every student in our schools by providing quality evidence-based interventionsand supportsto students through the provision IEP, 504 and RTI services.

• TheTransitionteam oversees the process of preparing students for life after they leave high school, including participation in post-secondary education or training, employment, and community living.

• TheModified InstructionandProgrammingteam oversees self-contained special education classrooms that implement a modified curriculum, including Communicationand Education Support (CES), Independent Learning Support (ILS), Early Learning Support (ELS).

The team also manages the Extended School Year (ESY) and the Home and Hospital Instruction Program (HHIP).

• TheInclusive Instruction and Programsteam provides training, coaching, and actionable resources to build the capacity of all DCPS leaders and educators to effectively implement instructional practices that support the needs of all DCPS learners, including and especially those students receiving special education services, regardless of learning environment.

• ThePlanningandEffectivenessteam provides division-wide support in the areas of data- and evidence- drivendecision making and progress monitoring,andbudgeting and procurement.

• TheResolutionteam ensures DCPScomplies withIDEA by supporting schools through the dueprocesscomplaint process and resolving special education disputes. In partnership with theOfficeofGeneral Counsel, the team manages complaints, mediations, HOD implementation, and compliance with settlements, LODs, and OCR agreements.

• TheNon-PublicandCentral IEPteamensures the provision andprogressmonitoring of special education and related services for DCPS students placed in non-public and residential settings. It alsoleads Child Find activities for studentsenrolled in parentally placed settings and private schools.

• TheMonitoring and School Support teamprovides coaching and guidance to schools to ensure compliance with federal, state, and DCPS requirements. Through monitoring, data reviews, professional development, and technicalassistance, the team strengthens schoolsystemsand improves outcomes for students with disabilities by translating policy into practice.

TheRelated Servicesteam (Assistive Technology,Audiology, Occupational Therapy, Physical Therapy and Speech-Language Pathology) is committed to increasing educational access and independence of every student in our schools by providing quality evidence-based interventionsand supportsto students through the provision IEP, 504 and RTI services.

The Senior Director, Related Services will be responsible for all aspects of related services and assistive technology. For aspects of programming that already exist, this position will be responsible for evaluating their effectiveness and ensuring that they are meeting the needs of students. Where there are gaps in programming, the Senior Director will be responsible for working with schools and Central Services teams to develop appropriate programming, interventions, and supports for students prior to referral, as well as those with IEPs. Using national standards and trends for school-based audiologists, occupational therapists, physical therapists, and speech-language pathologists, the Senior Director, Related Services works to promote academy success for all students through quality evidence-based services and activities.

This position has been designated as Protection Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying protection sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Traffic record check (as applicable).

If you are hired into this position at an annual salary of one hundred fifty thousand dollars ($150,000) or more, DC government regulations require that you must establish residency in the District of Columbia within one hundred eighty (180) days of the effective date of the appointment and continue to maintain residency within the District of Columbia throughout the duration of the appointment.

The Senior Director, Related Services will report to the Senior Deputy Chief, Specialized Instruction.

Essential Duties and Responsibilities

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

• Leads oversight and supervision of the overall related services and assistive technology team, comprised of eight program managers, specialists, and a related service provider workforce of 200+ audiologists, occupational therapists, physical therapists, and speech-language pathologists.

• Ensures quality, consistency, and timely assessment reports for students in the special education and 504 eligibility process.

• Ensures timely and consistent implementation and delivery of services (MTSS, 504, and IEP).
• Oversees the Assistive Technology consultation, collaboration, training, and implementation monitoring process for students with IEPs or 504 plans across the schools.
• Oversees the professional development of related service provider staff in ensuring providers are informed on innovations, policies, practices, and evidence-based research conducive to the delivery of high-quality services for DCPS students.
• Researches the most current evidence-based practice interventions for multiple disciplines, including assistive technology, audiology, occupational therapy, physical therapy, and speech-language therapy.
• Keeps informed about innovations and developments in policy; and researches proposed legislation, policies, and procedures affecting the team and projects assigned.
• Develops strategy for pilot implementation across school configuration, presentation of student need, and modality of intervention (e.g., consultation and therapeutic intervention).
• Develops and manages a non-personnel and personnel budget to achieve high-quality service delivery models, staff collaboration, compliance, and service provision to students in the least restrictive environment.
• Oversees the implementation of IMPACT, including determining standards, operationalization of standards, and fidelity of implementation across program managers and specialists.
• Partners with schools and Central Services to establish data processes and communication procedures that enable school staff and parents to understand Related Services staffing allocations, provider assignments, service delivery compliance, and analysis of effective intervention strategies.
• Oversees data collection and analysis that contributes to Related Services budget management, including school staffing allocation to workload versus caseload, supplies, and professional development need costs; and provides recommendations to ensure that district resources are being used to optimally benefit students with disabilities.
• Liaises with the Contracts and Acquisitions division and develops streamlined, effective business practices to implement Requests for Information, Requests for Proposal, contract development, and procurement.

Qualifications

• Bachelor's degree and six to eight years of related work experience.
• Master's degree preferred.
• Previous exposure to or experience in the education sector a plus.
• Eligible for or holds DC Department of Health License in Audiology, Occupational Therapy, Physical Therapy, or Speech-Language Pathology.

DCPS Values

• STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
• COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
• EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
• EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
• TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
• JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.

We are an equal opportunity employer and are committed to creating an inclusive, accessible workplace. We welcome and encourage applications from individuals with disabilities. Accommodation and/or application assistance is available upon request at all stages of the application and employment process. To request accommodation, please contact [e-mail].