IEP Facilitator

Job Title: Department: Reports To: Compensation: IEP Faci litator Special E ducation Services Building Principal Teac her Salary Schedule + 10% Special Educ ation N umber of Days: 176 Days Security Access: Site FLSA: Exempt Oklahoma Teacher’s Retirement: Required Partic ipation B argaining Unit: TCTA Funding Source: District Paid Last Revised Date: April 19, 2026 M ission: Our students lead through literacy, are empowered through experience, and contribute to their community. V ision: Tulsa Public Schools honors the diversity, creativity, and passion of our students, elevating every student to be designers of their destiny. C ore Values: Our core values guide how we work and interact with each other at every level of the organization. We embrace and embody these values every day: ●Equity: We know that our diversity is a community treasure, and we are committed to dismantling practices and systems that perpetuate inequalities, being actively anti -bias, anti-racist, and working toward justice and opportunity for all. ●Character: We are honest, trustworthy and have high standards of behavior. We make decisions based on what our students and community need, and we do the right thi ng ev en when it is hard. ●Excellence: We work together to give Tulsa the world- class schools it needs and des erves. We expect a lot from one another, and we support one another in achievi ng our shared, high expectations. ●Team: We care for one another and work together to celebrate success, learn from struggles, and work to help every team member be their best selves. ●Joy: Joy at school and at work makes us more productive, because when we create, innovate, and imagine, our motivation grows. Also, we love to have fun! P osition Summary: The IEP Facilitator is responsible for the coordination, planning, and preparation of special education compliance documentation for students eligible for services at the campus level. This role is assigned to secondary (middle and high) school sites. I n collaboration with the Building Principal or designated Local Education Agency (LEA) representative, the IEP Facilitator supports the facilitation of all IEP meetings to ensure procedural compliance and accurate documentation of team decisions. This position serves as the campus - based procedural lead for special education processes, including oversight and coordination of campus -wide caseload management to ensure alignment with state and federal timelines. W hile caseload teachers maintain responsibility for the development of instructional components of the IEP, including present levels of academic achievement and functional performance and measurable annual goals, the IEP Facilitator is responsible for maintaining the structural integrity and procedural framework of the plan. The IEP Facilitator supports the Building Principal or designated administrative representative in preparation for IEP meetings but does not assume administrative responsibility for determinations related to student placement, service delivery, or the allocation of district resources. Key Functions: •Coordinate and schedule IEP meetings and related eligibility processes at assi gned s econdary campus •Monitor IEP paperwork and submissions to ensure federal and state timelines are met •Support facilitation of IEP meetings in collaboration with the Building Principal or LEA designee •Maintain systematic communication among qualified evaluators, service providers, related services personnel, and general education staff •Serve as campus -based procedural lead for special education processes and casel oad m anagement •Complete supplemental compliance documentation (MDR, BIP, ESY, OAAP, Restraint/Seclusion) Minimum Qualifications: Education: •Bachelor's degree required Experience: •Three (3) years classroom teaching experience required •Experience with Edplan or other computer -based documentation system preferred Licenses and Certifications: •Current OSDE Certification as Special Education Teacher required •Valid driver's license and reliable transportation Knowledge , Skills, and Abilities : •Knowledge of IDEA, Section 504, and Oklahoma Special Education Policies and P rocedures •Strong organizational skills, attention to detail, and accuracy in complianc e doc umentation and deadline management •Effective written and verbal communication skills for engaging with families, educators, and administrators •Ability to maintain strict confidentiality and handle sensitive student information i n c ompliance with FERPA •Proficiency with student information systems and standard office software •Ability to facilitate meetings and support collaborative decision- making in complianc e c ontexts Responsibilities and Essential Functions: The following duties are representative of performance expectations. A reasonable accommodation may be provided to enable a qualified individual with a disability to perform essential functions. •Schedules, or assists in scheduling, Individualized Education Program (IEP) and otherrelevant meetings for students receiving special education services. Notifies parent(s) ofthe meeting and distributes calendar invitations to all appropriate team member s in a t imely manner. Ensures that elements of eligibility evaluations are completed i n appl icable cases. •Ensures that federal and state timelines are met with respect to functions of IEPmeetings; works with qualified professionals for additional assessments and required timelines set by the IEP team. •Monitors IEP paperwork completed by campus personnel; completes and submits special education paperwork in accordance with district guidelines within 72 hours of themeeting. •Assists the campus special education department through submission of data ordocumentation necessary for state reporting or district procedures. •Maintains communication among qualified evaluators, service providers, and related services personnel. •Provides systematic communication among special and general education personnel with respect to IEP meetings and decisions, accommodations needed in the generaleducation setting, and relevant instructional concerns and progress. •Completes applicable supplemental documents with accompanying data collected bycampus staff (i.e., Manifestation Determination Review, Behavior Intervention Plans,Extended School Year documentation, Oklahoma Alternative Assessment Program Consent, Restraint/Seclusion documentation). •Facilitates end of year procedures with campus staff. •Assists school leaders to ensure compliance with mandates for due process guarant eed t o students with disabilities by state and federal law; ensures compliance with district, state, and federal procedures outlined for this population. •Maintains thorough documentation regarding any significant problems with IEP meeting procedures; attends Special Education Department Lead meetings; attends relevant professional development. •Perform other duties as assigned. Customer Contacts: •Internal: Building Principal, special education and general education teachers, related service providers, campus administrators, and Special Education Department staff •External: Parents and guardians, outside service providers, and state agency representatives Supervisory Responsibility: •This position has no direct supervisory responsibility over other employees. The IEP Facilitator provides procedural guidance and coordination support to campus specialeducation staff but does not serve in an evaluative or administrative supervisory capac ity. Working and Physical Conditions: The physical demands and work environment characteristics described here are representative of those an employee may encounter while performing the essential functions of this position. Exposure to the following conditions may range from rare to frequent based on circumstances and factors that may not be predictable.  •Regular office and school environment, including frequent use of electronic communication and computer -based documentation systems; ability to sit for ext ended per iods •Must be mobile in order to attend events and meetings across campus and occasionally outside of regular work hours •Occasional periods of light physical activity •Travel between district sites as needed; valid driver's license and reliable transportati on r equired Tulsa Public Schools is committed to building a diverse and inclusive team of individuals who contribute to the district's mission with their talents, skills, and energy. Tulsa Public Schools is an equal opportunity employer and does not discriminate on the basis of race, religion, color, national origin, sex, sexual orientation, gender expression, gender identity, pregnancy , disability, genetic information, veteran status, marital status, age , or any other classification protected by applicable law. Tul sa Public Schools also provides reasonable accommodation to qualified applicants and employees with disabilities. If you need accommodation during the application process, please contact the district's ADA Coordinator at ada@tulsaschools.org. You can also direct your request for accommodation in writing via mail to the Tulsa Public Schools Education Service Center, Attn: ADA Coordinator, 3027 S. New Haven Ave., Tulsa, OK 74114- 6131.