Job Description

Position / Title: Network Inclusion FacilitatorBargaining Unit: ETADepartment/Location: Specialized Student ServicesCalendar Days: 184Reports To: Network Special Education AdministratorJD Revision Date: 3/6/2026Supervises: N/A

Function / Position Summary

To facilitate an inclusive school experience that aligns with the Evidence Based Practices for students with disabilities that help foster student interests, independent functioning levels, and individualized needs of students with disabilities and complex learning needs from self contained classrooms in their least restrictive environments (i.e. general education classrooms, Specials and Electives environments). Adhering to published policies and procedures distributed by the federal, state, district, and school administrations is required.

Job Duties / Responsibilities

Confidentiality And Collaboration

• Attend, as needed, IEP meetings while maintaining full confidentiality of student information in the school and in the community
• Shares responsibility for maintaining accurate, complete, and correct records as required by law and district policy by:

1. Implementing assessments of student progress and communicating progress with students and families,
2. Documenting present levels of academic and functional performance and other relevant special education forms,
3. Monitoring student records for annual review, reevaluation, and other pertinent dates,
4. Monitoring that all services included in the most recent IEP are implemented with fidelity, and
5. Monitoring goals are updated by case managers and/or related service providers for students accessing majority inclusion settings as determined by SST discussions

• Work collaboratively with the multidisciplinary team (general education teacher, Network Behavior Analyst, Network Teacher Leader, related service providers, etc) to review academic/behavioral data and modify IEP goals accordingly, based on student needs and progress by:

1. Assisting in implementation plans of BIPs and safety plans in the least restrictive environment
2. Conducting direct observations and interviews with students and teachers when needed
3. Organizing and summarizing academic and behavioral data collection as it relates to the inclusive environment
4. Identifying student supports and recommending adjustments to plans being implemented
5. Modeling focused intervention practices according to individualized education plans (IEP)
6. Developing follow-up plans and procedures to improve the school success of students in the inclusive setting while seeking assistance from other professionals, as necessary.

• Maintains extremely accurate documentation, including contact with students, teachers, and/or parents.

Instructional Support In General Education Setting

• Assist with environmental adaptations in the general education/Specials/Electives classroom which is in accordance with U-46 Trainings and practices.
• Collaboratively supports implementation of research-based instructional strategies that account for a range of abilities and cultural backgrounds to ensure building teams are effectively executing interventions that support the academic growth of students coming to in the inclusive setting from a self-contained classroom.
• Provides support for students and teachers in the inclusive setting by supporting the modification of assignments and assessments in collaboration.
• Collaborate with related service providers and the general education team to ensure that all IEP goals and accommodations are being implemented with fidelity. This includes behavioral, instructional, and environmental accommodations and supports within the inclusive setting, as well as AAC/communication protocols and procedures.
• Help support general education teachers with modifying and modeling lesson plans, differentiating assessment materials, and implementing behavior management strategies based off students BIP, within the general education environment.
• Customize curriculum tools, assessments, and other various gen. ed. instructional resources to promote students to successfully access the general education curriculum. Assist in providing focused intervention practices when needed.

Social/Emotional And Behavioral Support

• Monitor and help enhance student engagement and performance in the inclusive setting as assigned.
• Models best practices for colleagues across multiple settings, provides follow-up discussions and supports for teachers, and participates in the planning of systematic interventions and data collection of the students.
• Collaborates with team members, including parents and outside agencies, when an inclusion student exhibits severe academic and/or social-emotional-behavioral challenges in the school setting.
• Provide hands-on learning opportunities for staff members on the implementation of FBA/BIP strategies to aid in positive student behavior and functioning within the inclusive environment.
• Develop and provide on-site and program specific professional development to obtain, maintain, and improve professional levels of performance related to inclusion practices
• Identify supports and develop comprehensive strategies to effectively integrate students into the general education setting. Assist in executing student integration plans with students and teachers within the inclusive setting.

Collaboration

• Cooperatively supports a variety of colleagues in understanding and implementing Evidence Based Practices (EBPs) for students with disabilities.
• Employs effective interpersonal skills and actively engages in solution-seeking conversations, challenges concepts respectfully, accepts suggestions in a positive manner, and follows through on adjustments.
• Works collaboratively with administrators in cultivating the professional strengths, knowledge, and skill sets of general education/Specials/Electives teachers in order to enhance teaching competencies and practices in the educational setting.
• Work with the multidisciplinary team to develop and provide professional learning opportunities based onEvidence Based Practices for staff members, on effectively integrating students with IEPs into the least restrictive environment.

Additional

• Attends building and department staff meetings, school and district provided professional learning opportunities.
• Support implementation of school improvement plans and the District's Strategic Plan by assisting with implementing student inclusion plans to meet individual needs.
• Performs other duties as assigned.

Education

• Previous experience as a teacher for students with significant disabilities and complex learning needs (at least 3 years preferred)
• Experience with Autism, Intellectual Disabilities, Emotional Disabilities, Other Health Impairment, students with behavior needs, etc.
• Familiarity with collecting, graphing and interpreting data (academic & behavioral).
• Knowledge of applicable laws, codes, regulations, policies and procedures related to special education.
• Professional Educator or Provisional Educator License - required
• Learning Behavior Specialist (LBS1) endorsement or related services area (i.e. SLP/Psych/SW) - required

Experience / Knowledge

• Tactful, adaptive, and productive interpersonal skills that articulate thoughts, strategies, and ideas easily understood by people of diverse backgrounds and experiences while working effectively in a highly collaborative team environment, including effectively addressing and resolving conflict (e.g., between students, students and staff, and staff with staff)
• Current knowledge of content-specific subject matter for core subjects, Common Core Standards, general education curriculum, and a working knowledge of academic interventions that are scientifically proven to facilitate growth with students with IEPs
• Dependability in effective problem-solving, sound decision making, completing tasks, maintaining a positive attendance record, and effectively managing instructional time, space, and other resources
• Excellent attention to detail, organizational skills, maintenance of accurate communications, skills in multitasking divergent tasks, and is a self-starter
• Work in predominantly multicultural and multilingual environments
• Learn about available instructional and resource opportunities for students with a variety of needs,
• Maintain a thorough understanding of federal, state, and district guidelines and regulations regarding IDEA and programming for students transitioning out of a self-contained setting,
• Learn emergency plans, procedures, and roles in carrying out drills, evacuations, and responding to crisis situations,
• Work directly with students and facilitate successful school experiences
• Support students in elementary and/or middle schools

Physical Demands

• Requires prolonged sitting or standing
• Lifting may be required as needed
• Ability to work in a fast paced environment
• Travel between buildings

Terms of Employment

• This is a 9-month position.
• Salary and benefits are established by the Board of Education.
• The starting salary for this is $60,689.