Boston Public Schools
Eligibility Coordinator for Special Education (COSE) (SY25-26)
Boston Public Schools, Boston, Massachusetts, us, 02298
Job Title : Eligibility Coordinator for Special Education (COSE)
Boston Public Schools seeks an exceptional
COORDINATOR OF SPECIAL EDUCATION (COSE)
who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers and COSE who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to high expectations for achievement, equal access to high levels of instruction, academic proficiency for all students, and closing the achievement gap among subgroups within the schools. BPS is an excellent environment for those who support innovation and respect their skills and abilities as educators. This position is a Central Office COSE role supporting school-based teams in determining initial eligibility for referred students. The Eligibility Coordinator will conduct initial eligibility team meetings for students in grades K-12 (excluding K0/K1 students referred by Early Intervention agencies and private school placements through Equitable Services). The COSE will also conduct placement meetings for students requiring more restrictive environments, with a strong emphasis on compliance with eligibility findings and development of initial and placement IEPs. A sound understanding of data-driven decision-making in student services and least restrictive environment principles is essential. REPORTS TO:
Chief of Specialized Services or their Designee Key Responsibilities: Interpret various assessment tools (standardized tests, observational data, interviews, functional assessments) to gather relevant data on students’ academic, social, emotional, and behavioral needs. Collaborate with professionals such as teachers, psychologists, related service providers, and social workers to understand student profiles. Work with school leadership and pre-referral teams to understand interventions prior to referrals. Implement the special education process in accordance with regulations, and explain procedures to families and staff. Engage families as partners in planning and problem-solving, providing support with school assignments. Support culturally competent practices and regulatory compliance. Process referrals, chair initial meetings, develop and secure signatures on IEPs, including transition plans at age 14. Ensure regulations for students with disabilities in the least restrictive environment are followed. Chair Section 504 initial eligibility meetings and develop accommodation plans. Potential Re-evaluations: Lead re-evaluation processes for students needing more restrictive placements, ensuring timely reviews of progress and interventions. Coordinate re-evaluations with educators, parents, and multidisciplinary teams to assess ongoing placement needs. Maintain detailed records of evaluations, meetings, and decisions in compliance with laws and policies. Collaboration and Communication: Serve as liaison among the special education team, general education staff, administrators, and families. Lead IEP meetings, presenting evaluation findings and recommendations. Support parents in understanding evaluation and re-evaluation processes and their rights. Compliance: Ensure meetings are conducted within mandated timelines and comply with IDEA, state, and district regulations. Stay current with changes in laws, regulations, and best practices. Maintain accurate records for audits and compliance purposes. Qualifications - Required: Valid MA DESE Teaching License in Special Education (Moderate/Severe Disabilities), School Social Worker/Adjustment Counselor, School Psychologist, Speech-Language Pathology, or Occupational Therapy. Knowledge of DESE Regulations, IDEA, and Section 504. Experience with IEP processes, special education programs, collaboration, and family engagement. Ability to meet BPS Standards of Effective Practice. At least three years of successful experience in urban school systems or urban human services. Strong problem-solving, communication, and organizational skills. Qualifications - Preferred: Master's Degree in Special Education or related field. Urban special education or related service experience. Fluency in one of BPS's official languages: Spanish, Creole (Cape Verdean or Haitian), Chinese, Vietnamese, Portuguese, or Somali. Terms and Conditions of Employment:
BTU Teachers Bargaining Unit Compensation:
BTU Schedule A
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COORDINATOR OF SPECIAL EDUCATION (COSE)
who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers and COSE who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to high expectations for achievement, equal access to high levels of instruction, academic proficiency for all students, and closing the achievement gap among subgroups within the schools. BPS is an excellent environment for those who support innovation and respect their skills and abilities as educators. This position is a Central Office COSE role supporting school-based teams in determining initial eligibility for referred students. The Eligibility Coordinator will conduct initial eligibility team meetings for students in grades K-12 (excluding K0/K1 students referred by Early Intervention agencies and private school placements through Equitable Services). The COSE will also conduct placement meetings for students requiring more restrictive environments, with a strong emphasis on compliance with eligibility findings and development of initial and placement IEPs. A sound understanding of data-driven decision-making in student services and least restrictive environment principles is essential. REPORTS TO:
Chief of Specialized Services or their Designee Key Responsibilities: Interpret various assessment tools (standardized tests, observational data, interviews, functional assessments) to gather relevant data on students’ academic, social, emotional, and behavioral needs. Collaborate with professionals such as teachers, psychologists, related service providers, and social workers to understand student profiles. Work with school leadership and pre-referral teams to understand interventions prior to referrals. Implement the special education process in accordance with regulations, and explain procedures to families and staff. Engage families as partners in planning and problem-solving, providing support with school assignments. Support culturally competent practices and regulatory compliance. Process referrals, chair initial meetings, develop and secure signatures on IEPs, including transition plans at age 14. Ensure regulations for students with disabilities in the least restrictive environment are followed. Chair Section 504 initial eligibility meetings and develop accommodation plans. Potential Re-evaluations: Lead re-evaluation processes for students needing more restrictive placements, ensuring timely reviews of progress and interventions. Coordinate re-evaluations with educators, parents, and multidisciplinary teams to assess ongoing placement needs. Maintain detailed records of evaluations, meetings, and decisions in compliance with laws and policies. Collaboration and Communication: Serve as liaison among the special education team, general education staff, administrators, and families. Lead IEP meetings, presenting evaluation findings and recommendations. Support parents in understanding evaluation and re-evaluation processes and their rights. Compliance: Ensure meetings are conducted within mandated timelines and comply with IDEA, state, and district regulations. Stay current with changes in laws, regulations, and best practices. Maintain accurate records for audits and compliance purposes. Qualifications - Required: Valid MA DESE Teaching License in Special Education (Moderate/Severe Disabilities), School Social Worker/Adjustment Counselor, School Psychologist, Speech-Language Pathology, or Occupational Therapy. Knowledge of DESE Regulations, IDEA, and Section 504. Experience with IEP processes, special education programs, collaboration, and family engagement. Ability to meet BPS Standards of Effective Practice. At least three years of successful experience in urban school systems or urban human services. Strong problem-solving, communication, and organizational skills. Qualifications - Preferred: Master's Degree in Special Education or related field. Urban special education or related service experience. Fluency in one of BPS's official languages: Spanish, Creole (Cape Verdean or Haitian), Chinese, Vietnamese, Portuguese, or Somali. Terms and Conditions of Employment:
BTU Teachers Bargaining Unit Compensation:
BTU Schedule A
#J-18808-Ljbffr