Boston Public Schools
Eligibility Coordinator for Special Education (COSE) (SY25-26)
Boston Public Schools, Boston, Massachusetts, us, 02298
Overview
Eligibility Coordinator for Special Education (COSE) (SY25-26) – Boston Public Schools. This is a Central Office COSE position that supports school-based buildings in determining initial eligibility for students referred. The COSE will be responsible for conducting initial eligibility team meetings for students in grades K0-12 with certain exceptions, and for placement meetings for students who may require more restrictive environments. The COSE has experience with Special Education eligibility findings and demonstrates strong compliance with development of initial and placement IEPs. A sound understanding of data and decision making in student services in the least restrictive environment is an integral part of this position. REPORTS TO: Chief of Specialized Services or their Designee. Job Title : Eligibility Coordinator for Special Education (COSE) Key Responsibilities
Interpret a variety of assessment tools and techniques (including standardized tests, observational data, interviews, and functional assessments) to gather relevant data on students’ academic, social, emotional, and behavioral needs. Collaborate with other professionals, including teachers, special education teachers, psychologists, related service providers, and social workers, to gather information and an understanding of student profile. Collaborate with school leadership, school pre-referral teams (SST) and OSS leaders in understanding interventions implemented for students prior to issuing a referral for special education eligibility. Implement the special education process with fidelity to Special Education regulations and explain the process to families, school personnel and others seeking understanding. Engage families as partners in planning, problem-solving, and provide assistance with school assignments. Support the development of culturally competent practice at all levels Support the maintenance and improvement of regulatory compliance Process referrals for and chair all original meetings, develop Individual Educational Plans (IEPs) for these students, including transition for students with disabilities beginning at age 14; secure parent signatures for these plans. Abides by implementing regulations for students with disabilities in the least restrictive environment. Chair Section 504 initial eligibility meetings and develop 504 accommodation plans Potential Re-evaluations: Lead the re-evaluation process for students who may require placement in more restrictive placements as identified by school based teams, ensuring timely and thorough reviews of their academic progress, support needs, and effectiveness of current interventions. Coordinate re-evaluations in collaboration with teachers, parents, and multidisciplinary teams to assess whether continued or alternative special education placements are required. Maintain clear and concise records of all evaluations, meetings, and decisions in compliance with federal and state laws, as well as district policies. Collaboration and Communication: Serve as a liaison between the special education team, general education staff, administrators, and families to ensure clear communication and understanding of students\' needs and eligibility status. Lead IEP meetings, providing evaluation findings and recommendations for placement and services. Offer guidance and support to parents and guardians throughout the evaluation and re-evaluation process, ensuring they understand their rights and the steps involved. Compliance: Ensure all initial and placement meetings are completed within mandated timelines and in compliance with IDEA, state regulations, and district policies. Stay up-to-date with changes in laws, regulations, and best practices related to special education eligibility and assessments. Monitor and maintain accurate records of student evaluations, re-evaluations, and documentation for auditing purposes. Qualifications
Required
Valid MA DESE Teaching License in Special Education (Moderate Disabilities or Severe Disabilities), MA DESE License in School Social Worker/School Adjustment Counselor, MA DESE License in School Psychologist, or MA DESE License in Speech-Language Pathology or Occupational Therapy. Comprehensive knowledge of and professional experience with DESE Regulations, the IDEA, and Section 504 of the Rehabilitation Act. Knowledge of and professional experience in special education, including the IEP process, special education instructional programs, collaboration with special education professionals, and building positive relationships with parents of students with special needs. Ability to meet the BPS Standards of Effective Practice. Demonstrated capability to work collaboratively with school administrators, direct service providers, families, students, and outside partners. Three years of successful experience in an urban school system or urban human service setting. Excellent problem-solving, communication, and organizational skills. Preferred
Master's Degree in Special Education or a related field. Urban special education teaching or related service experience. Value for linguistic diversity; candidates who speak another language are encouraged. BPS official languages include Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, and Somali. Terms and Conditions of Employment
BTU Teachers Bargaining Unit Compensation: BTU Schedule A Seniority level: Mid-Senior level Employment type: Full-time Job function: Education and Training Industries: Education Administration Programs
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Eligibility Coordinator for Special Education (COSE) (SY25-26) – Boston Public Schools. This is a Central Office COSE position that supports school-based buildings in determining initial eligibility for students referred. The COSE will be responsible for conducting initial eligibility team meetings for students in grades K0-12 with certain exceptions, and for placement meetings for students who may require more restrictive environments. The COSE has experience with Special Education eligibility findings and demonstrates strong compliance with development of initial and placement IEPs. A sound understanding of data and decision making in student services in the least restrictive environment is an integral part of this position. REPORTS TO: Chief of Specialized Services or their Designee. Job Title : Eligibility Coordinator for Special Education (COSE) Key Responsibilities
Interpret a variety of assessment tools and techniques (including standardized tests, observational data, interviews, and functional assessments) to gather relevant data on students’ academic, social, emotional, and behavioral needs. Collaborate with other professionals, including teachers, special education teachers, psychologists, related service providers, and social workers, to gather information and an understanding of student profile. Collaborate with school leadership, school pre-referral teams (SST) and OSS leaders in understanding interventions implemented for students prior to issuing a referral for special education eligibility. Implement the special education process with fidelity to Special Education regulations and explain the process to families, school personnel and others seeking understanding. Engage families as partners in planning, problem-solving, and provide assistance with school assignments. Support the development of culturally competent practice at all levels Support the maintenance and improvement of regulatory compliance Process referrals for and chair all original meetings, develop Individual Educational Plans (IEPs) for these students, including transition for students with disabilities beginning at age 14; secure parent signatures for these plans. Abides by implementing regulations for students with disabilities in the least restrictive environment. Chair Section 504 initial eligibility meetings and develop 504 accommodation plans Potential Re-evaluations: Lead the re-evaluation process for students who may require placement in more restrictive placements as identified by school based teams, ensuring timely and thorough reviews of their academic progress, support needs, and effectiveness of current interventions. Coordinate re-evaluations in collaboration with teachers, parents, and multidisciplinary teams to assess whether continued or alternative special education placements are required. Maintain clear and concise records of all evaluations, meetings, and decisions in compliance with federal and state laws, as well as district policies. Collaboration and Communication: Serve as a liaison between the special education team, general education staff, administrators, and families to ensure clear communication and understanding of students\' needs and eligibility status. Lead IEP meetings, providing evaluation findings and recommendations for placement and services. Offer guidance and support to parents and guardians throughout the evaluation and re-evaluation process, ensuring they understand their rights and the steps involved. Compliance: Ensure all initial and placement meetings are completed within mandated timelines and in compliance with IDEA, state regulations, and district policies. Stay up-to-date with changes in laws, regulations, and best practices related to special education eligibility and assessments. Monitor and maintain accurate records of student evaluations, re-evaluations, and documentation for auditing purposes. Qualifications
Required
Valid MA DESE Teaching License in Special Education (Moderate Disabilities or Severe Disabilities), MA DESE License in School Social Worker/School Adjustment Counselor, MA DESE License in School Psychologist, or MA DESE License in Speech-Language Pathology or Occupational Therapy. Comprehensive knowledge of and professional experience with DESE Regulations, the IDEA, and Section 504 of the Rehabilitation Act. Knowledge of and professional experience in special education, including the IEP process, special education instructional programs, collaboration with special education professionals, and building positive relationships with parents of students with special needs. Ability to meet the BPS Standards of Effective Practice. Demonstrated capability to work collaboratively with school administrators, direct service providers, families, students, and outside partners. Three years of successful experience in an urban school system or urban human service setting. Excellent problem-solving, communication, and organizational skills. Preferred
Master's Degree in Special Education or a related field. Urban special education teaching or related service experience. Value for linguistic diversity; candidates who speak another language are encouraged. BPS official languages include Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, and Somali. Terms and Conditions of Employment
BTU Teachers Bargaining Unit Compensation: BTU Schedule A Seniority level: Mid-Senior level Employment type: Full-time Job function: Education and Training Industries: Education Administration Programs
#J-18808-Ljbffr