Jillian Bronshteyn

Background

About Jillian Bronshteyn

Prior to becoming a school psychologist, I worked as a CrossFit trainer, managed a fitness facility, and coached clients across New York City. From both my professional experience and in raising my own children, I have long recognized that perseverance, resilience, goal-setting, and healthy habits such as fitness and nutrition directly contribute to a child’s ability to focus and learn. My work in fitness reinforced these beliefs and ultimately inspired me to pursue a career in school psychology, where I could help students and families build the tools they need for long-term growth and success. Currently, I'm a School Psychologist with the New York City Department of Education, working in an elementary school setting. My work focuses on conducting comprehensive psychoeducational evaluations, consulting with students, families, and staff, developing Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs), and providing both individual and group counseling. I also offer parent counseling and training, and collaborate closely with multidisciplinary teams to develop Individualized Education Programs (IEPs). Additionally, I support Response to Intervention (RTI) efforts to address students' needs early and effectively. Before moving into a school-based role, I worked at the Committee on Special Education (CSE) in New York City and at a non-public school, which gave me valuable experience and insight into the special education process under IDEIA. Through this work, I developed a strong understanding of the legal requirements that inform student placements, ensuring that decisions are both appropriate and legally sound. Having worked in both DOE and non-public school settings, I bring a dual perspective that enables me to navigate complex placement processes and advocate for student-centered outcomes that are appropriate. At this time, I'm also working on my doctoral research, which examines the impact of recommendations from Independent Educational Evaluations (IEEs), particularly neuropsychological evaluations, as they intersect with school-based assessments within the statutory and regulatory framework of the Individuals with Disabilities Education Improvement Act (IDEIA, 2004). Specifically, my study examines how these intersections influence eligibility determinations, shape the development of Individualized Education Programs (IEPs), and impact the broader decision-making process.