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Coordinator of Special Education (COSE) [School Based Compliance] (SY24-25)

Boston Public Schools
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Title: Coordinator of Special Education (COSE) -  Central Office and School-Based Compliance

 

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 their creativity and innovation and respects their skills and abilities as a teacher.

 

This position is a Central Office COSE position that supports COSE through training, mentoring, building capacity, and instructional best practices and a Compliance COSE that provides coverage at schools across the City of Boston to ensure compliance when a school has a COSE vacancy.

  

REPORTS TO: Chief of Specialized Services or their Designee 

 

Responsibilities

.06 Central Office COSE

  • Support the improvement of student outcomes and strengthen the engagement of families as partners.
  • Mentoring COSEs, supporting understanding the special education process (federal and state laws and regulations) and procedures and practices within Boston, supporting new technology, and serving as a reference for general questions (not technical assistance or case management).
  • Weekly meetings with assigned COSE to attend Individual Education Program (IEP) meetings and procedural expectations as identified by School-based Assistant Director (AD).
  • Train COSE in whole groups at COSE professional development (PD) and one-to-one on EdPlan, IEP process, and Department of Elementary and Secondary Education (DESE) regulations.
  • Work with the Office of Specialized Services (OSS) to ensure that best practices are promoted and followed in each school by reviewing and maintaining student files, and analyzing school data to determine compliance with all applicable regulations, and ensuring staff have the necessary training and skills to implement IEPs.
  • Support with the SY Mentoring program, including individually mentoring up to 20 COSEs at any given time.
  • Work with the Office of Specialized Services Leadership team in order for OSS to develop a greater and deeper understanding of school-based issues that support or challenge compliance, LRE placement options and strengthen CO' ability to perform all aspects of the role efficiently and effectively.
  • Work with RSP and Behavioral Health leadership teams in order for them to develop a greater and deeper understanding of issues and proactively plan solutions for areas of need that affect team compliance.
  • Educate new COSE at COSE PD and onboarding.
  • Perform all related duties requested by the Manager of Compliance.

 

.04 Compliance COSE

  • Maintain a caseload proportionate to status as 0.4 FTE Compliance COSE (or 54 total cases).
  • When assigned to a school, collaborate with the Principal/Head of school to:
    • Provide a respectful and engaging school environment for ALL students.
    • Ensure that students with disabilities participate in the general education environment with their non-disabled peers per the IEP.
    • Provide and/or arrange professional development and support for special education teachers and related service providers.
  • Coordinate and support the continuum of settings and an array of services for students with disabilities and students placed at risk.
  • Engage families as partners in planning, problem-solving, and assisting with school assignments.
  • Support the development of culturally competent practice at all levels.
  • Collaborate with the Principal/Head of school in providing FAPE, LRE, and specialized instruction and services for students with disabilities and differentiated instruction for all students.
  • Provide support to special education teachers regarding research-based and effective instructional and social-emotional-behavioral practices.
  • Provide expertise and assistance regarding the implementation of a Code of Conduct for students with disabilities.
  • Support the maintenance and improvement of regulatory compliance by reviewing data with the school team, including COSE, special education teachers, school leaders, and Assistant Directors and assist with the development of an action plan.
  • Process referrals for and chair all original, re-evaluation, and emergency placement team meetings; develop IEPs for these students, including transition for students with disabilities beginning at age 14; secure parent signatures for these plans, chair annual review meetings and provide teachers and other service providers as appropriate with copies of IEPs at the beginning of each year and when changes occur after that.
  • Chair team meetings for students with disabilities served in private placements who may be returning to Boston Public Schools.
  • Chair Section 504 eligibility meetings and develop 504 accommodation plans.
  • Collaborate with the Principal/Head of school in aligning student schedules with IEPs and 504 plans.
  • Collaborate with the Principal/Head of school, the teachers, and related service providers, to manage activities relating to compliance with all state and federal special education regulations and Section 504 of the Rehabilitation Act:
    • scheduling of assessments and meetings
    • consents from parents
    • notices and invitations to families and providers
    • presenting and tracking IEPs
    • monitoring for parent signatures
    • progress reports from teachers and service providers
    • management reports and other required reports
    • older transfer and maintenance
  • As needed, participate in dispute resolution meetings, hearings, and mediation settlement meetings.                    
  • Medicaid reimbursement activities (Parent Consents, Random Moments, EasyTrac).
  • Perform other duties related to this job description as the immediate supervisor requires.
  • Participate in, and provide training in regular organizational meetings and professional development activities offered by the OSS.

Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISPs should demonstrate.  

 

  • Accountability for Student Achievement

(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)

  • Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
  • Consistently defines high expectations for student learning goals and behavior.
  • Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
  • Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.

 

 

  • Communicating Professional Knowledge

(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)

  • Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
  • Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.

 

 

 

 

  • Equitable & Effective Instruction

(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)

 

  • Builds a productive learning environment where every student participates and is valued as part of the class community.
  • Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
  • Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.

 

 

  • Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)

  • Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected.

 

 

  • Parent/Family Engagement
    (III-A-1. Parent/Family Engagement, III-B-2. Collaboration)

 

  • Engages with families and builds collaborative, respectful relationships with them in service of student learning.
  • Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.

 

  • Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)

  • Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
  • Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.
  • Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.

Qualifications - Required

  1. 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.
  2. 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.
  3. 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.
  4. Ability to meet the BPS Standards of Effective Practice as outlined above.
  5. Demonstrated capability to work collaboratively with school administrators, direct service providers, families, students, and outside partners.
  6. Three years of successful experience in an urban school system or urban human service setting.
  7. Excellent problem-solving, communication, and organizational skills.

Qualifications - Preferred

  1. Master's Degree in Special Education or a related field.
  2. Administrative/supervisory certification and experience in educational setting(s), preferably special education.
  3. Urban special education teaching or related service experience.
  4. Experience using the Special Education Information Management System (SEIMS).
  5. 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.

 

Terms and Conditions of Employment: BTU Teachers Bargaining Unit

 

Compensation: BTU Schedule A Rate plus 10%

 

Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

 

Length of Workday: 7-hour and 10 minute workday. The work schedule will be determined in collaboration with the responsible supervisor.

 

Length of Work Year: 183 days + 18 days

 

Work Year Expectations: This position is expected to work the five working days prior to the return of BTU teachers unit members at the start of school and the five working days following the end of the school year. The eight remaining days will be scheduled (likely over summer recess) in consultation with the Chief of Specialized Services or their Designee taking into consideration the employees’ preferred dates. The employee and Chief of Specialized Services or their Designee will endeavor to provide as much advanced notice as possible for scheduling the days. 

 

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.