Melissa Brigante

Special Education Department Chairperson with demonstrated expertise in leading legally compliant, student-centered special education programs across inclusive, self-contained, and district-supported settings. Skilled in overseeing IEP development, service delivery, and cross-disciplinary collaboration to ensure equity, access, and accountability. Recognized for strong leadership in program coordination, regulatory compliance, and fostering high-impact partnerships that promote academic, behavioral, and post-secondary success for students with disabilities.

• Ensure full compliance with IDEA, Section 504, ADA, and all applicable state and federal special education regulations, serving as the building-level expert on legal and procedural requirements.
• Oversee the development, implementation, and compliance monitoring of Individualized Education Programs (IEPs) and 504 Plans, ensuring they are data-driven, goal-oriented, and aligned with student strengths and needs.
• Chair and facilitate all Annual Reviews and Manifestation Determination Reviews (MDRs), including coordination of documentation, parental notifications, and district reporting.
• Supervise the implementation of special education services, including push-in, pull-out, self-contained, and mainstream support, ensuring delivery in the Least Restrictive Environment (LRE).
• Monitor service provision to guarantee fidelity to IEP mandates, including related services (e.g., speech, OT, PT, counseling), and Related Service Only IEPs.
• Maintain accurate, confidential documentation such as CSE/MDR logs, counseling records, evaluation requests, safety plans, accommodation rosters, and suspension tracking for students with disabilities.
• Collaborate with multidisciplinary teams, including school psychologists, counselors, social workers, and general education teachers, to develop Functional Behavior Assessments (FBAs) and implement Behavior Intervention Plans (BIPs).
• Serve as the point person for coordinating testing accommodations on all standardized assessments (e.g., NYS Regents, SAT, PSAT, ACT), ensuring compliance with College Board and state guidelines.
• Provide instructional leadership through regular department meetings, professional learning opportunities, and training on inclusive practices, accommodations/modifications, and IEP implementation strategies.
• Act as a liaison between the school administration, district-level leadership, and external agencies (e.g., Access VR, Foster Care Agencies, etc.).
• Support scheduling and program planning, including master schedule coordination, class list accuracy, and placement of transfer/interim students based on IEP requirements and service mandates.
• Monitor academic and behavioral progress of students with disabilities by analyzing performance data, and ensuring IEP goals and progress reports are completed with fidelity and submitted by deadlines.
• Maintain clear and consistent communication with general education staff, parents/guardians, and support teams to promote collaboration, equity, and transparency.
• Represent the department in Pupil Support Teams (PST), school improvement meetings, and district-level special education forums.
• Manage all end-of-year reporting requirements and compliance checks to ensure the building meets internal and external accountability standards.
• Attend re-entry meetings and track student reintegration following hospitalizations or extended absences, ensuring appropriate support and documentation are in place.
• Uphold a high standard of professional integrity, legal compliance, and educational excellence in all aspects of special education programming, staff supervision, and student service coordination.

Multi-Certified Special Education Teacher (Grades 1–12), recognized by NYSED as a highly qualified educator with a proven record of success in inclusive, self-contained (15:1, 12:1:1, 12:1:2), remote, and home-instruction settings. Skilled in designing accessible, differentiated instruction across content areas to promote academic achievement, behavioral growth, and post-secondary readiness.

• Provide standards-aligned instruction in core academic subjects for grades 7–12, including Algebra I, Algebra II, Financial Math (College Link), Forensic Science, English, Global I and II, and U.S. History, Biology, Earth Science, and Career Readiness.
• Design and deliver multisensory, scaffolded instruction to meet the diverse learning needs of students with IEPs, including classifications such as ADHD, LD, ED, and OHI.
• Develop and implement legally compliant IEPs and BIPs aligned with IDEA, Section 504, ADA, and NYS regulations, with a focus on functional, measurable goals in the Least Restrictive Environment (LRE).
• Utilize formative assessments and progress-monitoring tools to determine instructional impact, adjust supports, and track growth across academic and behavioral domains.
• Integrate assistive technologies (e.g., iPads, Smart Boards, AAC devices, Google Classroom) to increase engagement, accessibility, and student independence.
• Collaborate with interdisciplinary teams—including general educators, related service providers, school counselors, psychologists, and behavior specialists—to ensure aligned service delivery and whole-child development.
• Lead culturally responsive IEP meetings and parent conferences, fostering open communication, family involvement, and shared decision-making.
• Create inclusive, trauma-informed classroom environments that support SEL, conflict resolution, emotional regulation, and positive behavior using PBIS and restorative strategies.
• Coordinate and implement post-secondary transition plans in compliance with Indicator 13, connecting students with Access VR, Job Corps, and vocational training services.
• Maintain audit-ready documentation, including IEPs, FBAs/BIPs, service logs, testing accommodations, and Medicaid billing, ensuring legal defensibility and program integrity.
• Mentor and coach general education staff on inclusive instructional strategies, accommodations, and classroom-based behavior supports.
• Contribute to improved Regents exam outcomes and diploma attainment for students with disabilities through individualized instruction, academic interventions, and collaborative planning.
• Provide home and hospital instruction for students with medical or emotional needs, ensuring continuity of learning aligned to IEP goals and state standards.