Eligibility Coordinator for Special Education (COSE) (SY25-26)

Boston Public Schools•Roxbury, MA

71d

About The Position

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 the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is an excellent place for those who seek to work in an environment that supports innovation and respects their skills and abilities as a teacher. This position is a Central Office COSE position that supports school based buildings in determining initial eligibility for students referred. The Eligibility Coordinator for Special Education (COSE) will be responsible for conducting initial eligibility team meetings for students in grades K0-12 with the exception of K0/K1 students referred by Early Intervention agencies and students in private school placements referred through Equitable Services. Eligibility COSE will also conduct placement meetings for students who may require more restrictive environments. The Eligibility COSE has experience with Special Education eligibility findings and demonstrates strong compliance with development of initial and placement IEPs. Sound understanding of data and decision making of student services in the least restrictive environment is an integral part of this position.

Requirements

Valid MA DESE Teaching License in Special Education (Moderate Disabilities or Severe Disabilities), MA DESE License in School Social Worker/School Adjustment Counselor, or MA DESE License in School Psychologist, or MA DESE License in Speech-Language Pathology or Occupational Therapy.
Comprehensive knowledge of and professional experience with Department of Elementary and Secondary Education (DESE) Regulations, the Individuals with Disabilities Education Act (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, supportive relationships with parents of students with special needs.
Ability to meet the BPS Standards of Effective Practice as outlined above.
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.

Nice To Haves

Master's Degree in Special Education or a related field.
Urban special education teaching or related service experience.
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.

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 is able to 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
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.
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 (Individualized Education Plan) 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.
Ensure all initial and placement meetings are completed within mandated timelines and in compliance with IDEA (Individuals with Disabilities Education Act), 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.