May 11, 2020

BTU Specialist -EI (Emotionally Impaired) Strand Coordinator (SY20-21)

  • TrulyHired
  • Boston, MA, USA
Full-time Administrative

Job Description


The Strand Specialist will oversee and manage all aspects of the EI program at Excel High School to include developing a clear vision for students' academic development and progression of skills. The role entails monitoring and analyzing student skill sets and abilities in connection with grade-level curriculum to proactively address any concerns and manage transitions into the least restrictive environment, as needed. The Strand Specialist will provide social-emotional support and facilitate equitable access to opportunities for students in the program. The Strand Specialist will create systems and structures that ensure students are working toward their IEP goals, making academic progress, and are fully integrated into the Excel community.

Responsibilities:
  • In collaboration with teachers, create a mission and vision that is actualized in all aspects of the program that is aligned with the school's mission and vision
  • Work collaboratively with teachers in the EI program to differentiate teaching and learning in accordance with each child's IEP and the instructional focus of the school
  • Evaluate teachers in the program to ensure that lessons are culturally relevant and that teacher exhibit high expectations for academic success and progress on IEP goals
  • Manage all aspects of truancy and other off-track behaviors for students in the EI program and create customized intervention plans to improve habits and increase attendance - both school day and class attendance
  • Member of SST - Design action plans, behavior modification plans and facilitate access to resources based on student's needs
  • Engage parents and caregivers as partners in this work to properly prepare students for life after high school
  • Monitor, communicate and action plan in response to conduct data with teaching staff in order to build student skills and shift behaviors
  • Supervise and evaluate paraprofessionals to ensure high-quality assistance to both teachers and students
  • Lead professional development for all staff on varying topics including - inclusion, differentiation, trauma, culturally responsive teaching and behavior modification
  • Facilitate Manifestation Determination Review Hearings as needed
  • Attend IEP meetings and report out as needed on student progress and challenges
  • Conduct weekly supervision sessions with teachers in the EI program to provide support, monitor student needs and discuss action steps to increase the cohesion and efficacy of the program
  • Serve as the Hearing Officer for Code of Conduct violations as needed
  • Membership on the school-based crisis response team, which includes Nurse, School Psychologist, Administration, etc.
  • Work closely with support staff to ensure that student misconduct is appropriately being addressed, with opportunities for restorative practices
  • Craft an onboarding protocol and lead orientation sessions for incoming students from varying schools
  • Conduct student intakes for new members to the Excel community
  • Write and manage FBAs as needed and ensure that staff are being followed as intended
  • Organize and lead whole group, push-in lessons that focus on character development, empathy and community building
  • Perform duties as assigned by Headmaster or designee
Qualifications:
  • 3-5 years of leadership experience with a background in special education and
  • working with emotionally impaired students
  • Experience as a special education teacher
  • Experience with TeachPoint and Massachusetts Teacher Rubric ? Certification in special education
  • Strong ability to work collaboratively with colleagues and an unyielding
  • commitment to high expectations for all students and staff
  • Ability to navigate ADA, Massachusetts law, SPED law and district policies to
  • ensure fidelity and compliance of IEPs and national and state law
  • Excellent writing skills and proven success with FBAs and behavior intervention plans
  • 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.
  • Certification as a trainer in Safety Cares de-escalation and restraint program

Terms: BTU, Group 1

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.

The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: bostonpublicschools.org/elt . To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/6571 .

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.

The Strand Specialist will oversee and manage all aspects of the EI program at Excel High School to include developing a clear vision for students' academic development and progression of skills. The role entails monitoring and analyzing student skill sets and abilities in connection with grade-level curriculum to proactively address any concerns and manage transitions into the least restrictive environment, as needed. The Strand Specialist will provide social-emotional support and facilitate equitable access to opportunities for students in the program. The Strand Specialist will create systems and structures that ensure students are working toward their IEP goals, making academic progress, and are fully integrated into the Excel community.

Responsibilities:
  • In collaboration with teachers, create a mission and vision that is actualized in all aspects of the program that is aligned with the school's mission and vision
  • Work collaboratively with teachers in the EI program to differentiate teaching and learning in accordance with each child's IEP and the instructional focus of the school
  • Evaluate teachers in the program to ensure that lessons are culturally relevant and that teacher exhibit high expectations for academic success and progress on IEP goals
  • Manage all aspects of truancy and other off-track behaviors for students in the EI program and create customized intervention plans to improve habits and increase attendance - both school day and class attendance
  • Member of SST - Design action plans, behavior modification plans and facilitate access to resources based on student's needs
  • Engage parents and caregivers as partners in this work to properly prepare students for life after high school
  • Monitor, communicate and action plan in response to conduct data with teaching staff in order to build student skills and shift behaviors
  • Supervise and evaluate paraprofessionals to ensure high-quality assistance to both teachers and students
  • Lead professional development for all staff on varying topics including - inclusion, differentiation, trauma, culturally responsive teaching and behavior modification
  • Facilitate Manifestation Determination Review Hearings as needed
  • Attend IEP meetings and report out as needed on student progress and challenges
  • Conduct weekly supervision sessions with teachers in the EI program to provide support, monitor student needs and discuss action steps to increase the cohesion and efficacy of the program
  • Serve as the Hearing Officer for Code of Conduct violations as needed
  • Membership on the school-based crisis response team, which includes Nurse, School Psychologist, Administration, etc.
  • Work closely with support staff to ensure that student misconduct is appropriately being addressed, with opportunities for restorative practices
  • Craft an onboarding protocol and lead orientation sessions for incoming students from varying schools
  • Conduct student intakes for new members to the Excel community
  • Write and manage FBAs as needed and ensure that staff are being followed as intended
  • Organize and lead whole group, push-in lessons that focus on character development, empathy and community building
  • Perform duties as assigned by Headmaster or designee
Qualifications:
  • 3-5 years of leadership experience with a background in special education and
  • working with emotionally impaired students
  • Experience as a special education teacher
  • Experience with TeachPoint and Massachusetts Teacher Rubric ? Certification in special education
  • Strong ability to work collaboratively with colleagues and an unyielding
  • commitment to high expectations for all students and staff
  • Ability to navigate ADA, Massachusetts law, SPED law and district policies to
  • ensure fidelity and compliance of IEPs and national and state law
  • Excellent writing skills and proven success with FBAs and behavior intervention plans
  • 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.
  • Certification as a trainer in Safety Cares de-escalation and restraint program

Terms: BTU, Group 1

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.

The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: bostonpublicschools.org/elt . To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/6571 .

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.

The Strand Specialist will oversee and manage all aspects of the EI program at Excel High School to include developing a clear vision for students' academic development and progression of skills. The role entails monitoring and analyzing student skill sets and abilities in connection with grade-level curriculum to proactively address any concerns and manage transitions into the least restrictive environment, as needed. The Strand Specialist will provide social-emotional support and facilitate equitable access to opportunities for students in the program. The Strand Specialist will create systems and structures that ensure students are working toward their IEP goals, making academic progress, and are fully integrated into the Excel community.

Responsibilities:
  • In collaboration with teachers, create a mission and vision that is actualized in all aspects of the program that is aligned with the school's mission and vision
  • Work collaboratively with teachers in the EI program to differentiate teaching and learning in accordance with each child's IEP and the instructional focus of the school
  • Evaluate teachers in the program to ensure that lessons are culturally relevant and that teacher exhibit high expectations for academic success and progress on IEP goals
  • Manage all aspects of truancy and other off-track behaviors for students in the EI program and create customized intervention plans to improve habits and increase attendance - both school day and class attendance
  • Member of SST - Design action plans, behavior modification plans and facilitate access to resources based on student's needs
  • Engage parents and caregivers as partners in this work to properly prepare students for life after high school
  • Monitor, communicate and action plan in response to conduct data with teaching staff in order to build student skills and shift behaviors
  • Supervise and evaluate paraprofessionals to ensure high-quality assistance to both teachers and students
  • Lead professional development for all staff on varying topics including - inclusion, differentiation, trauma, culturally responsive teaching and behavior modification
  • Facilitate Manifestation Determination Review Hearings as needed
  • Attend IEP meetings and report out as needed on student progress and challenges
  • Conduct weekly supervision sessions with teachers in the EI program to provide support, monitor student needs and discuss action steps to increase the cohesion and efficacy of the program
  • Serve as the Hearing Officer for Code of Conduct violations as needed
  • Membership on the school-based crisis response team, which includes Nurse, School Psychologist, Administration, etc.
  • Work closely with support staff to ensure that student misconduct is appropriately being addressed, with opportunities for restorative practices
  • Craft an onboarding protocol and lead orientation sessions for incoming students from varying schools
  • Conduct student intakes for new members to the Excel community
  • Write and manage FBAs as needed and ensure that staff are being followed as intended
  • Organize and lead whole group, push-in lessons that focus on character development, empathy and community building
  • Perform duties as assigned by Headmaster or designee
Qualifications:
  • 3-5 years of leadership experience with a background in special education and
  • working with emotionally impaired students
  • Experience as a special education teacher
  • Experience with TeachPoint and Massachusetts Teacher Rubric ? Certification in special education
  • Strong ability to work collaboratively with colleagues and an unyielding
  • commitment to high expectations for all students and staff
  • Ability to navigate ADA, Massachusetts law, SPED law and district policies to
  • ensure fidelity and compliance of IEPs and national and state law
  • Excellent writing skills and proven success with FBAs and behavior intervention plans
  • 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.
  • Certification as a trainer in Safety Cares de-escalation and restraint program

Terms: BTU, Group 1

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.

The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: bostonpublicschools.org/elt . To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/6571 .

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.

The Strand Specialist will oversee and manage all aspects of the EI program at Excel High School to include developing a clear vision for students' academic development and progression of skills. The role entails monitoring and analyzing student skill sets and abilities in connection with grade-level curriculum to proactively address any concerns and manage transitions into the least restrictive environment, as needed. The Strand Specialist will provide social-emotional support and facilitate equitable access to opportunities for students in the program. The Strand Specialist will create systems and structures that ensure students are working toward their IEP goals, making academic progress, and are fully integrated into the Excel community.

Responsibilities:
  • In collaboration with teachers, create a mission and vision that is actualized in all aspects of the program that is aligned with the school's mission and vision
  • Work collaboratively with teachers in the EI program to differentiate teaching and learning in accordance with each child's IEP and the instructional focus of the school
  • Evaluate teachers in the program to ensure that lessons are culturally relevant and that teacher exhibit high expectations for academic success and progress on IEP goals
  • Manage all aspects of truancy and other off-track behaviors for students in the EI program and create customized intervention plans to improve habits and increase attendance - both school day and class attendance
  • Member of SST - Design action plans, behavior modification plans and facilitate access to resources based on student's needs
  • Engage parents and caregivers as partners in this work to properly prepare students for life after high school
  • Monitor, communicate and action plan in response to conduct data with teaching staff in order to build student skills and shift behaviors
  • Supervise and evaluate paraprofessionals to ensure high-quality assistance to both teachers and students
  • Lead professional development for all staff on varying topics including - inclusion, differentiation, trauma, culturally responsive teaching and behavior modification
  • Facilitate Manifestation Determination Review Hearings as needed
  • Attend IEP meetings and report out as needed on student progress and challenges
  • Conduct weekly supervision sessions with teachers in the EI program to provide support, monitor student needs and discuss action steps to increase the cohesion and efficacy of the program
  • Serve as the Hearing Officer for Code of Conduct violations as needed
  • Membership on the school-based crisis response team, which includes Nurse, School Psychologist, Administration, etc.
  • Work closely with support staff to ensure that student misconduct is appropriately being addressed, with opportunities for restorative practices
  • Craft an onboarding protocol and lead orientation sessions for incoming students from varying schools
  • Conduct student intakes for new members to the Excel community
  • Write and manage FBAs as needed and ensure that staff are being followed as intended
  • Organize and lead whole group, push-in lessons that focus on character development, empathy and community building
  • Perform duties as assigned by Headmaster or designee
Qualifications:
  • 3-5 years of leadership experience with a background in special education and
  • working with emotionally impaired students
  • Experience as a special education teacher
  • Experience with TeachPoint and Massachusetts Teacher Rubric ? Certification in special education
  • Strong ability to work collaboratively with colleagues and an unyielding
  • commitment to high expectations for all students and staff
  • Ability to navigate ADA, Massachusetts law, SPED law and district policies to
  • ensure fidelity and compliance of IEPs and national and state law
  • Excellent writing skills and proven success with FBAs and behavior intervention plans
  • 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.
  • Certification as a trainer in Safety Cares de-escalation and restraint program

Terms: BTU, Group 1

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.

The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: bostonpublicschools.org/elt . To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/6571 .

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.

  • Position Type: Full-time
Job Categories: Administrator > Director/Coordinator/Manager
Special Education > Emotionally Disabled
Equal Opportunity Employer
Boston Public Schools Office of Human Capital is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.
Contact Information
  • Boston Public Schools, Office of Human Capital
  • 2300 Washington Street
  • Roxbury, Massachusetts 02119

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