Monument Academy

Brittany Carter

Supporting students with disabilities requires more than identifying needs. It calls for leaders who can bring educators, families, and services together around student needs. At Monument Academy PCS, Brittany Carter has built her career around that responsibility, progressing from special education teacher to Special Education Coordinator and Special Education Manager before becoming Director of Student Services. That progression has shaped a leadership approach grounded in compliance, collaboration, data-informed decisions, and student advocacy across the school.

One of Mrs. Carter’s signature practices is Monument Academy’s 30-Day Review for newly enrolled students with IEPs. During this process, families and educators collaborate to review each student’s academic performance, behavioral needs, attendance, and social-emotional development in conjunction with the existing IEP, formal assessments, baseline data, and parent and teacher feedback. Annual IEP meetings and three-year eligibility reviews provide additional opportunities to assess student progress and determine appropriate services, with school psychologists and related-service providers contributing to the discussion.

Mrs. Carter also supports the IDEA Child Find process, through which Monument Academy identifies students who may require evaluation and special education services. From SY 2021–22 through SY 2025–26, 60 students were identified through this process. As a Medicaid-participating school, it must maintain active IEPs and complete required parental consent and Medicaid service documentation. During her leadership, Medicaid reimbursement has increased from approximately $30,000 to as much as $300,000, reflecting the strength of the systems, documentation practices, and compliance structures she has helped establish.

Each week, Mrs. Carter meets with CEO Dr. Jeffrey Grant and Head of Schools Dr. Ashley Tucker to examine attendance, academic performance, assessment results, and behavioral trends. To strengthen the continuum of services, Mrs. Carter implements Mainstreaming and More Restrictive Metrics to guide data-informed decisions regarding reduced services, increased general education participation, or additional specialized support.

Leadership at this level also requires developing the people responsible for carrying the work forward. Mrs. Carter leads monthly special education department meetings and weekly one-on-one meetings with special education teachers. Dedicated aides participate in weekly department meetings and individual check-ins, while monthly professional development strengthens staff practice. This cadence creates consistent opportunities to address challenges, discuss student concerns, and maintain accountability.

“The strongest special education systems are built around collaboration, where families, educators, and students all have a voice in identifying needs and removing barriers.”

Mrs. Carter has reinforced accountability through documentation. A special education service tracker records individual and small-group services provided outside the classroom, while a schoolwide contact log documents parent communication. Twice-yearly caseload audits help identify gaps and maintain accurate records. She has also maintained 100 percent annual staff compliance with OSSE Dyslexia Awareness Training throughout the four years since the requirement was implemented.

The impact of these efforts is reflected in Monument Academy’s Special Education Performance Report (SEPR). Scores rose from 65 percent in FFY 2021 to 70.76 percent in FFY 2022 and 80.5 percent in FFY 2023, with designations moving from Strengthening to Leading. Alongside this progress, Mrs. Carter continues to advance her education, holding a Bachelor’s degree in English from the University of Maryland Eastern Shore and a Master’s degree in Special Education from Grand Canyon University. She has completed all required doctoral coursework toward her Doctoral Degree in Organizational Leadership with an emphasis in Special Education and is currently completing her dissertation to fulfill the remaining requirements for her degree.

In addition to her academic achievements, Mrs. Carter has completed specialized certifications and professional development in Special Education, including Daily Living Activities-20 (DLA-20); IEPs: Developing High-Quality Individualized Education Programs; Dyslexia Awareness for Adolescents & Adult Educators (2023, 2024, 2025, and 2026); Behavioral Principles: The Basics of Understanding Student Behavior; Executive Functions: Understanding Why Some Students Struggle; Accommodations: Instructional and Testing Supports for Students with Disabilities; Universal Design for Learning: Designing Learning Experiences That Engage and Challenge All Students; Functional Behavioral Assessment (Secondary): Identifying the Reasons for Student Behavior; and Behavioral Intervention Plans (Secondary): Developing a Plan to Address Student Behavior and Response to Intervention (RTI) Overview. These credentials reflect her continued commitment to professional growth and to strengthening her knowledge and skills in supporting students with diverse learning, behavioral, and daily living needs.

Mrs. Carter is also a member of the National Society of Leadership and Success, the National Association of Special Education Teachers, and Sigma Gamma Rho Sorority, Inc. Her professional journey reflects a growing influence on how special education services are organized, delivered, and strengthened. That work aligns with Monument Academy PCS’s broader commitment to educational excellence and student empowerment.

In recent years, the school has earned full Cognia accreditation and secured a 10-year charter renewal from the DC Public Charter School Board. It was also named a 2024 winner of the Building Hope Impact Award for Student Empowerment, recognizing its commitment to helping students build confidence and shape their futures.

At Monument Academy, Mrs. Carter advances this mission by laying the groundwork for a special education system that can continue evolving to meet students’ changing needs. Through ongoing collaboration, professional development, and data-informed decisions, she continues to help ensure that students with disabilities receive services aligned with their needs.