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Position Title:           IEP Coordinator
 

Applicants are instructed to address in their application/resume their experiences directly related to each section noted in the posting.  Only completed/submitted online applications with supporting documents will be screened.
Position Type:           Non Teaching Certified Support
Location:                    Woodland Middle School
Date Available:          August 17, 2026, plus six days of New Staff Orientation, August 5 - 12, 2026
 

PRIMARY FUNCTION: The IEP Coordinator ensures compliance of all Individualized Education Program (IEP) documents with state and federal regulations. This role serves as the Local Education Agency (LEA) representative for special education meetings (e.g., Annual Reviews, Domains, Reevaluations, IEPs, and Manifestation Determination Reviews), assists with case management assignments, and collaborates with IEP team members to support student learning, growth, and success. The IEP Coordinator also provides professional development and training related to IEP implementation and data management systems, and serves as the representative for transition meetings. The IEP Coordinator works in close collaboration with the Assistant Principal/Special Education Supervisor to support the effective implementation of special educational services and ensure compliance.

QUALIFICATIONS:

1. License: 

   1. Required Illinois Professional Educator License (PEL) with an LBS1 or School Service Personnel Endorsement.

   2. Preferred Illinois Professional Educator License (PEL) with an LBS1 or School Service Personnel and a General Administrative Endorsements.

2. Education: 

   1. Required Master's Degree in Special Education or a related field.

   2. Preferred N/A

3. Experience:

   1. Required  Three (3) years of classroom teaching experience or related experience in special education in a public-school setting. Knowledge of federal and state special education statutes, regulations, school law, and special education law.

   2. Preferred Three (3) years of classroom teaching experience or related experience in special education in a public-school setting. Knowledge of federal and state special education statutes, regulations, school law, and special education law. Spanish speaking a plus.

ESSENTIAL PERFORMANCE RESPONSIBILITIES: 

1. Serves as the Local Education Agent (LEA) for special education meetings by leading the IEP team to identify and address student needs, following meeting agendas, completing all required ISBE notices, providing families with necessary paperwork at the conclusion of each meeting, and recording meeting notes.

2. Monitors compliance of the IEP document with state and federal regulations. 

3. Assists IEP team members in the preparation of appropriate and legally defensible IEPs in alignment with Illinois State Learning Standards.

4. Leads professional development on relevant special education and other topics as requested (e.g, CPI, instructional tools, data collection, IEP writing).

5. Supports and assists with training staff on student data management platforms (e.g., Skyward, Embrace, Fastbridge).

6. Participates in school-based team meetings and serves as a member of committees as directed.

7. Assists parents in understanding student needs and available specialized services and programming.

8. Supports IEP team members in all IEP-related tasks, including amendments, meeting excusals, transition plans, accommodations and modifications, and monitoring of IEP goals.

9. Assists with the timely maintenance of the case management document to ensure accuracy of information, and prepares and provides reports upon request.

10. Collaborates with IEP team members to support student learning, needs, and growth (e.g., problem-solving & data meetings).

11. Serves as the representative for transition meetings.

12. Assists with the implementation of school and departmental protocols and procedures.

13. Assists with auditing of IEP processes periodically for compliance assurance.

14. Assists with Extended School Year (ESY) by ensuring accurate eligibility documentation and compiling and maintaining student lists.

15. Ensures that student assessment results are accurately reflected in IEPs and used to guide the development of appropriate goals and services.

OTHER PERFORMANCE RESPONSIBILITIES: 

1. Performs such other tasks and assumes such other responsibilities as may be assigned by the school and district administration.

2. Assists in other areas as needed.

3. Completes other duties as needed.

KNOWLEDGE, SKILLS AND ABILITIES: 

• Planning and Preparation  Organize instruction and learning activities grounded in a strong understanding of curriculum, content standards, and individual student needs; Develop and adapt lessons, units and learning materials that are responsive to students' strengths, interests, and cultural identities; Take significant ownership of designing and implementing instructional plans, either through original creation or adaptation of existing resources; Engage in data-informed planning to ensure equitable access to learning of all students 

• Learning Environments  Establish and maintain a safe, respectful, and inclusive environment that fosters students well-being and academic success; Recognize and respond to the individual identities, including race and culture, of each student to create a sense of belonging; Promote social-emotional learning, encourage academic risk-taking, and support positive behavioral and learning mindsets; Building strong, trusting relationships with students that serve as the foundation for a positive and effective learning environment

• Learning Experiences  Design and deliver engaging, standards-aligned learning experiences that promote deep understanding, critical thinking, and purposeful learning; Ensure instruction is relevant, meaningful, and connected to students' lives, aspirations, and diverse identities; Differentiate instruction to meet varied learning needs, and provide appropriate supports and challenges for all students; Collaborate with students in co-creating a community of learners where everyone is affirmed, empowered, and held to high expectations 

• Principled Teaching  Commit to continuous personal and professional growth through reflection, collaboration, and data-driven improvement; Contribute positively to the school and district community, modeling ethical, equitable, and student-centered practices; Build strong partnerships with families and the broader community to support holistic student development; Advocate for the success of each student, particularly those whose identities and potential have not yet been fully affirmed or realized in schools; Demonstrate resilience, integrity, and a deep sense of purpose in service of students' long-term success

Technical:       Demonstrate strong skills in written and verbal communication, including facilitating meetings and preparing documentation.  Experience with social media and emerging technologies.  Competent in databases, spreadsheets, Microsoft Office, Google platforms, and educational applications.  Ensure accuracy and attention to detail in documentation and reporting processes.

Interpersonal:  Ability to develop and maintain positive relationships with staff, parents, students, business partners, and community.  Strong organizational, communication, and interpersonal skills. Comprehensive strategic thinking and rapid problem-solving skills to effectively handle crisis communications. Ability to facilitate meetings efficiently and effectively.  Empathetic, collaborative, and solutions oriented. Must exhibit sound judgment.  Demonstrates a commitment to social justice, equity, excellence, and high expectations for all students and a commitment to each student's academic and personal well-being.  Demonstrates a commitment to professional growth by reflecting on practice, collaborating with colleagues, and monitoring professional learning. Must maintain harmonious working relationships.

DISTRICT CORE COMPETENCIES: 

1.         Supports the establishment of mutual respect and equal human dignity across the entire school community.

2.         Welcomes and promotes inclusion, equity, and diversity. 

3.         Demonstrates an unwavering commitment to the success of all students.

4.      Understands that one's identity may be different from students, parents, and staff. Appreciates those differences for the success of all students.

5.         Works collaboratively and respectfully with students, parents, staff and community members across diverse identities and backgrounds.   

6.         Anticipates, identifies, and adapts to change in support of continuous improvement.

7.         Communicates in an approachable, respectful and professional manner.

8.         Participates in professional development and training to enhance effectiveness.

9.         Takes initiative, manages multiple priorities, and organizes work efficiently.

10.       Effectively organizes work to be as productive as possible.

PHYSICAL DEMANDS:

Manual Dexterity:        Work requires definite skilled and accurate physical operations requiring some closely coordination performance.

Physical Effort:            Work requires handling average weight materials or equipment, but not for sustained periods.

Working Conditions:   Work requires regular movement throughout the school, including travel between classrooms, offices, meeting spaces, and district campuses. The position involves frequent meetings, which may require extended periods of sitting, computer use, and documentation.  Occasional exposure to varying building conditions (e.g., stairs, temperature changes) may occur.  Must be available to work evenings and weekends if needed, especially in an emergency.  Must be available to attend events outside of the district as needed. Must also be able to travel to schools, meetings, and conferences as needed.

TERMS OF EMPLOYMENT: Full-time 180-Day union position. Monday through Friday.  Exempt status.

SALARY RANGE:  As defined by the Collective Bargaining Agreement

EVALUATION:  As defined by the Evaluation Schedule.  
 

TERMS OF EMPLOYMENT: 180 days; Monday thru Friday; 7:40 AM - 3:15 PM   
SALARY RANGE:   BA / Step 1:  $47,123 - MA +45 / Step 8 - $63,094. Based on experience and education as defined by the Collective Bargaining Agreement.
HOW TO APPLY: Internal applicants should apply online at www.dist50.net and attach a resume to the online application.  External applicants should apply online at www.dist50.net and attach three letters of recommendations, resume and transcript(s) to the online application. All applicants must be willing to interview in person and demonstrate skills through a situational analysis. Applicants will be contacted within three weeks if invited for an interview.  Minority candidates are encouraged to apply.  Further information regarding this position may be obtained by contacting: 

CONTACT PERSONS:
Tiffany Drake
Principal
tdrake@dist50.net
(847) 856-3421

Vasiliki Vourvahis Frake
Director of Educational Services
vfrake@dist50.net
(847) 596-5630
Woodland School District 50 is an Equal Opportunity Employer with established policies prohibiting discrimination on the basis of race, color, creed, religion, national origin, sex, sexual orientation, age, ancestry, marital status, arrest record, military status, order of protection status, unfavorable military discharge, citizenship status provided the individual is authorized to work in the United States, use of lawful products while not at work, being a victim of domestic or sexual violence, genetic information, physical or mental handicap or disability, if otherwise able to perform the essential functions of the job with reasonable accommodation, pregnancy, childbirth, or related medical conditions, or other legally protected categories.  The Associate Superintendent of Educational Services (847-596-5631) addresses questions regarding student discrimination and serves as the Districts Title IX Coordinator, and the Executive Director of Human Resources (847-596-5640) answers questions concerning employment discrimination.