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Special Education Facilitator 6-12 Secondary        
Position Funding Source:  Special Education                  
Supervised By -Director: Special Services
Position Summary:
As part of our ongoing efforts to strengthen compliance, instructional alignment, and student outcomes within special education, we are refining the role of the Special Education Facilitator to better align with district priorities and current system needs. This shift builds on the existing foundation of coaching, collaboration, and IEP oversight outlined in the role , while sharpening the focus on high-impact, system-level responsibilities.

Moving forward, the Special Education Facilitator will prioritize:

• Manifestation Determination Reviews (MDRs): Ensuring legally sound, timely, and consistent processes across buildings
• Private and Charter School Oversight: Strengthening district accountability and alignment for students served outside traditional settings
• IEP Alignment and Follow-Up: Monitoring roster accuracy and ensuring services are delivered in alignment with IEPs
• ACHIEVE System Support: Providing direct support to teachers to improve IEP quality, compliance, and usability
• New Special Education Teacher Coaching: Building capacity through targeted onboarding, mentoring, and instructional support
• Secondary Transition & IDEA-DA Work: Advancing work-based learning, postsecondary outcomes, and district IDEA-DA priorities
• Professional Learning: Designing and delivering targeted training for paraeducators and Special Education Interventionists (SEIs)

This refinement positions the facilitator as a critical lever in ensuring FAPE, compliance integrity, and instructional coherence, while also directly supporting staff capacity and improving student outcomes aligned to our Future Ready vision.
Total Days of Service:

• 189 days

Compensation:

• Compensation to align with Teacher Master Contract
• Up to 10 additional days determined by the district at a rate of $340 a day in which individuals are delivering professional learning

Job Requirements:

• Ensure teachers know and implement evidence-based practices aligned to instruction and behavior to attain high levels of learning.
• Ability to coach teachers to Increase the percent of students meeting grade-level academic standards and social-emotional learning.
• Assist teachers and instructional coach in professional development by providing demonstration lessons, the introduction of new materials, programs, and ideas, modeling of effective teaching strategies, coaching, and assisting with individual and/or team planning.
• Ability to design, present, and facilitate adult learning experiences preferred.
• Deepen and maintain own knowledge of equity principles and culturally responsive pedagogy to identify and address inequitable practices and engage teachers in using an equity lens to reflect on their practice
• Ability to train and coach New Art and Science of Teaching.
• Knowledge of or the willingness to become knowledgeable in the High-Reliability Schools framework.
• Knowledge and experience with research-based strategies within digital literacy, social-emotional learning, trauma-informed care, and crisis prevention.
• Knowledge of Professional Learning Community process and protocol.
• Mentoring and coaching skills.
• Provide active communication and positive relationships with all stakeholders including students, parents, staff, administrators, and community members.
• Ability to take initiative, be creative, and generate enthusiasm in others.
• Capable of representing the District in a professional manner, which includes but is not limited to confidentiality, collegiality, and the ability to obtain and utilize additional training, if necessary.
• Ability to work independently without supervision and as a team member.
• Ability to work under pressure with frequent interruptions, problem solve independently and with others, and take initiative
• Ability to organize, prioritize, and assume responsibility
• Ability to take initiative, be creative, and generate enthusiasm in others.
• Oversight of seclusion and restraint documentation and entering required documentation into infinite campus
• Standard Iowa Teaching License with five years of teaching experience preferably with students with IEPs with at least three years of experience in the Cedar Rapids Community School District preferred.
• Special Education Teaching Certificate

Essential Job Elements:  

• Ability to analyze multiple sources of data to support teachers with the development of the diagnostic design of instruction or an instructional intervention in being highly effective to targeted needs (HRS 2.4).
• Deepen and maintain own knowledge of equity principles and culturally responsive pedagogy to identify and address inequitable practices and engage teachers in using an equity lens to reflect on their practice (HRS 4.1)).
• Works directly with teachers, administration, and support staff in the off-site school program to carry out the vision and goals of the district by providing classroom-based demonstrations, professional learning, and support classroom teams as they work in Professional Learning Communities (HRS 1.3, 1.4, 2.1).
• Assists teachers in using digital literacy that is research-based instructional and learning strategies and content-specific, differentiated instruction in assisting teachers in planning, delivering and assessing lessons and individual student success (HRS 4.1, 4.2).
• Collaborate with cafeteria staff to support and facilitate lunch.
• Supports and Engages all staff in Professional Learning Communities by facilitating PLC conversations, helping students meet student behavior and learning expectations, collaborating in the analysis of data to guide instruction, and supporting teachers as they examine best practices to improve student learning (HRS 1.4,  2.4).
• Consult with the assigned special services director regarding extended exclusionary decisions and/or community involvement (i.e. suspension, DHS/law enforcement, hearings etc.)(HRS 1.5)
• Monitor and facilitate IEP compliance including Academic Achievements,  Functional Behavioral Analysis, and Behavioral Intervention Plans (HRS 4.2)
• Conduct and document outcomes of office interventions/seclusion and restraint forms and align document to meet requirements in infinite campus
• Collaborate with and/or facilitate PLCs to regularly address common issues regarding curriculum, assessment, instruction, and the achievement of all students (HRS 1.4).
• Lead, implement, and facilitate the district initiatives aligned to High-Reliability Schools
• Facilitate student return to the traditional home school instructional setting, in as timely a manner as is reasonable
• Routinely serve as the administrative designee at initial placements, IEP reviews, and 3 year re-evaluations
• Facilitate and or support  Non-Violent Crisis Intervention and or Mandt practices to assure alignment to Chapter 103 regulations.
• Respond to crisis situations within the building.
• Assist with and provide professional learning for PBIS.
• Collaborate with the CRCSD transportation department to assist with transportation routes.
• Oversee medicaid at the building level.
• Assist school staff with strategies to support and meet individual student needs and achievement of academic and behavioral goals including district intervention programs and those unique to the offsite school program (HRS 3.6, 4.2).
• Other duties as assigned.

  Measures of Effectiveness and Professional Growth:

• Facilitator will be on a teacher evaluation cycle to provide opportunities for the facilitator to reflect upon his/her practice and peers and administration to provide feedback to enhance professional growth.
• The CRCSD evaluation procedure will be used, including peer review.
• Survey of peers in relation to job elements.
• Personal Reflection on professional growth in relation to essential job elements.
• Meets or exceeds all performance targets.
• Maintenance of required documentation.

PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; talk and hear.  The employee frequently must squat, stoop or kneel, reach above the head and forward 0 -24 inches and on occasion up to 36 inches.   The employee continuously uses hand strength to grasp items.  The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job.  The employee must frequently lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes.  The employee will sometimes push/pull items such as tables and carts.  Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc.
WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made too enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually quiet.  The position requires the commitment of professional working hours that may require the employee to extend beyond a typical 8:00 a.m. to 4:00 p.m. workday.  The employee will frequently work in different areas of the classroom including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, etc. The employee will usually work in indoor temperatures but will work outdoors when supervising students outside of the classroom.
The information contained in this job description is in compliance with the Americans with Disabilities Act (A.D.A) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individual holding this position and additional duties may be assigned.
The Cedar Rapids Community School District is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.
Federal law obligates an employer to provide reasonable accommodation(s) for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer.  If you or someone you know requires accommodation in the hiring process, contact the Executive Director of Human Resources, at 319-558-2747.