Long-Term Substitute Special Education IEP Facilitator

Lake Forest School Districts 67 & 115; United States; On-site; USD 30,000 - 36,000; Part time

Job summary

Lake Forest High School District 115 is seeking a Long-Term Substitute Special Education IEP Facilitator to manage IEPs and serve as case manager for assigned students from Sep 21, 2026 to Oct 16, 2026. The role emphasizes inclusive practices, data-driven IEP goals, collaboration with families and staff, and adherence to state and federal guidelines.

The licensure required is an Illinois LBS1 or related field; prior IEP writing and crisis intervention experience are preferred.

Qualifications

• Illinois State Board of Education Professional Educator License - LBS1 Special Educator endorsement or related field preferred
• Strong knowledge of curriculum design, strategies, and assessment regarding Illinois State standards and behavioral principles
• Previous teaching experience and writing IEPs preferred
• Ability to initiate Non-Violent Crisis Intervention techniques, including physical restraints and time out with students

Responsibilities

• Share the District's core beliefs around inclusive practices and promote inclusive practices for students with disabilities when appropriate
• Serve as the case manager for assigned students
• Develop and implement differentiated lesson plans aligned to students' needs, learning styles, and IEP goals for assigned learning strategies resource periods
• Build student schedules to ensure IEP goals, transition plans and student needs are represented
• Complete draft IEP paperwork and share with administration and parents according to District, state and federal requirements
• Collaborate with students, parents, and faculty to prepare all components of legally defensible Individualized Education Plans (IEPs) except related services goals and present levels
• Interpret and utilize data from Star, SAT suite of assessments as well as other academic, functional and social emotional assessments to develop measurable and attainable IEP goals
• Facilitate and/or attend IEP meetings, IEP amendment meetings, domain meetings, 8th grade articulation meetings, attendance meetings, Manifestation Determination Review meetings, and evaluation meetings and serve as the LEA when appropriate
• Develop a data collection system, monitor progress and share data with IEP Facilitators and other Related Services Staff (i.e., assessments, interventions, data charts, rubric data, etc.) for updating IEP goals
• Engage students in developing Student Led IEPs by meeting with students prior to IEP meetings in order to gain student perspective, identify their role in the meeting, and answer any question the student may have regarding their IEP
• Meet with students to complete transition assessments, develop IEPs, and to review and monitor progress including grades, IEP goals, and attendance
• Conduct quarterly IEP goal benchmarks for students assigned in collaboration with other special education faculty and related services
• Distribute key information with faculty regarding students needs including but not limited to the IEP at a Glance, Behavioral Intervention Plan, and any changes made throughout the course of the school year
• Meet with students, as necessary, in order to monitor progress, problem solve, and to provide assistance
• Support students who are in crisis with collaboration with the related service staff members, faculty and administration in problem solving meetings
• Communicate with parents regarding matters related to the student's IEP
• Assist with completing the necessary paperwork to maintain accurate reporting (i.e., FACT forms, DRS, change forms, etc)
• Attend problem solving, reentry, and referral meetings for students on caseload
• Complete the Summary of Performance for students on caseload who have met graduation requirements and who are accepting their high school diploma
• Collaborate and share key information with outside providers
• Collaborate with other specialists in the building (i.e., IEP/Transition Coordinator, Vocational Coordinator, Behavioral Specialist, etc.) to develop plans to support students including care plans and behavior interventions plans
• Prepare documents, obtain consent, and submit accommodations requests/changes for ACT, SAT and or other national assessments
• Demonstrate a commitment to professional growth through reflection and collaboration
• Participate in regularly scheduled professional development as assigned
• Assist with administering state and local assessments
• Performs other job related duties as assigned by direct supervisor
• Demonstrates knowledge of assessment methods and techniques for the academic, functional, social emotional, and vocational needs of special education students
• Knowledge of IEP federal and state guidelines and best practices
• Effective communication and interpersonal skills for effective collaboration with students, parents, faculty, staff and administration in the development of individualized student programming in accordance with their needs
• Experience in analyzing data to plan for intervention and instructional methods
• Demonstrates ability to function as a positive collaborative member of a team to facilitate problem solving
• Demonstrates interest and engagement in ongoing professional learning and reflection
• Demonstrates the ability to communicate in a professional manner both orally and in writing
• Demonstrates strength in planning, organization, communicating andmeeting deadlines
• Demonstrates a commitment to excellence, high expectations and to the academic and personal well-being of all students
• Proficient use of Microsoft Office suite, Google Apps for Education and school-based processing and management systems
• Adhere to Board of Education policies and procedures

Skills

IEP knowledge

Curriculum design

Collaboration

Data interpretation

Behavioral principles

Crisis intervention

Education

LBS1 Special Educator endorsement

Tools

Microsoft Office

Google Apps for Education

Job description

Long-Term Substitute Special Education IEP Facilitator JobID: 3551

• Position Type: High School Teaching/ Special Education Teacher
• Date Posted: 8/27/2026
• Location: Lake Forest High School
• Date Available: 09/21/2026
• Closing Date: 09/11/2026

Lake Forest High School District 115 is seeking a Long-Term Subsitute Special Education IEP Facilitatorfor the approximate dates listed below.

• September 21, 2026 - October 16, 2026

Description

The Special Education IEP Facilitator writes, manages and implements Individualized Education Plans (IEPs) for all students on their caseload to ensure students receive a free and appropriate education and related services. The Special Education IEP Facilitator ensures compliance with all state and federal regulations specific to special education processes, policies and procedures. They also develop and implement differentiated lesson plans aligned to students' needs, learning styles, and IEP goals for assigned learning strategies resource periods. The number of students assigned to the Special Education IEP Facilitator will fluctuate yearly depending on the number of learning strategies resource periods assigned.

Qualifications

Education, Experience, and Licensure

• Illinois State Board of Education Professional Educator License - LBS1 Special Educator endorsement or related field preferred
• Possesses strong knowledge of curriculum design, strategies, and assessment regarding Illinois State standards and behavioral principles
• Previous teaching experience and writing IEPs preferred
• Ability to initiate Non-Violent Crisis Intervention techniques, including physical restraints and time out with students

Essential Functions

• Share the District's core beliefs around inclusive practices and promote inclusive practices for students with disabilities when appropriate
• Serve as the case manager for assigned students
• Develop and implement differentiated lesson plans aligned to students' needs, learning styles, and IEP goals for assigned learning strategies resource periods.
• Build student schedules to ensure IEP goals, transition plans and student needs are represented
• Complete draft IEP paperwork and share with administration and parents according to District, state and federal requirements
• Collaborate with students, parents, and faculty to prepare all components of legally defensible Individualized Education Plans (IEPs) except related services goals and present levels
• Interpret and utilize data from Star, SAT suite of assessments as well as other academic, functional and social emotional assessments to develop measurable and attainable IEP goals
• Facilitate and/or attend IEP meetings, IEP amendment meetings, domain meetings, 8th grade articulation meetings, attendance meetings, Manifestation Determination Review meetings, and evaluation meetings and serve as the LEA when appropriate
• Develop a data collection system, monitor progress and share data with IEP Facilitators and other Related Services Staff (i.e., assessments, interventions, data charts, rubric data, etc.) for updating IEP goals
• Engage students in developing Student Led IEPs by meeting with students prior to IEP meetings in order to gain student perspective, identify their role in the meeting, and answer any question the student may have regarding their IEP
• Meet with students to complete transition assessments, develop IEPs, and to review and monitor progress including grades, IEP goals, and attendance
• Conduct quarterly IEP goal benchmarks for students assigned in collaboration with other special education faculty and related services
• Distribute key information with faculty regarding students needs including but not limited to the IEP at a Glance, Behavioral Intervention Plan, and any changes made throughout the course of the school year
• Meet with students, as necessary, in order to monitor progress, problem solve, and to provide assistance
• Support students who are in crisis with collaboration with the related service staff members, faculty and administration in problem solving meetings
• Communicate with parents regarding matters related to the student's IEP
• Assist with completing the necessary paperwork to maintain accurate reporting (i.e., FACT forms, DRS, change forms, etc)
• Attend problem solving, reentry, and referral meetings for students on caseload
• Complete the Summary of Performance for students on caseload who have met graduation requirements and who are accepting their high school diploma
• Collaborate and share key information with outside providers
• Collaborate with other specialists in the building (i.e., IEP/Transition Coordinator, Vocational Coordinator, Behavioral Specialist, etc.) to develop plans to support students including care plans and behavior interventions plans
• Prepare documents, obtain consent, and submit accommodations requests/changes for ACT, SAT and or other national assessments
• Demonstrate a commitment to professional growth through reflection and collaboration
• Participate in regularly scheduled professional development as assigned
• Assist with administering state and local assessments
• Performs other job related duties as assigned by direct supervisor
• Demonstrates knowledge of assessment methods and techniques for the academic, functional, social emotional, and vocational needs of special education students
• Knowledge of IEP federal and state guidelines and best practices
• Effective communication and interpersonal skills for effective collaboration with students, parents, faculty, staff and administration in the development of individualized student programming in accordance with their needs
• Experience in analyzing data to plan for intervention and instructional methods
• Demonstrates ability to function as a positive collaborative member of a team to facilitate problem solving
• Demonstrates interest and engagement in ongoing professional learning and reflection
• Demonstrates the ability to communicate in a professional manner both orally and in writing
• Demonstrates strength in planning, organization, communicating andmeeting deadlines
• Demonstrates a commitment to excellence, high expectations and to the academic and personal well-being of all students
• Proficient use of Microsoft Office suite, Google Apps for Education and school-based processing and management systems
• Adhere to Board of Education policies and procedures

Salary and Benefits

• $22.00/hour for daily subbing, $259.21/day for assignments over 15 days. No additional benefits are associated with this position.

Physical Demands

While performing the duties of this job, the employee is regularly required to sit, stand, walk, talk, hear, drive and reach. The employee is occasionally required to climb, balance, stoop, kneel, crouch, crawl, push, pull, and lift. Repetitive motions are required. The employee must lift and/or move up to 10 pounds of force frequently. Specific vision abilities required for this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus.

While performing the duties of this job, the employee is regularly subject to inside environmental conditions and is subject to noises associated with both office and educational environments.