Cadie Fairchild

Dedicated and experienced special education professional with nearly 19 years of service at Red Lake Elementary Complex supporting students with intensive learning and behavioral needs. Skilled in providing on-the-ground special education support, including behavior management, instructional strategy development, and individualized program implementation. Proven ability to collaborate with teachers, paraprofessionals, specialists, and families to strengthen student outcomes and ensure compliance with special education requirements. Experienced in coaching and supporting staff, providing paraprofessional training, and contributing to school leadership initiatives. Currently pursuing additional licensure in Autism Spectrum Disorders through Minnesota State University Mankato to further expand expertise in evidence-based interventions. Committed to improving special education instruction and systems through collaboration, coaching, and data-informed practices that support both students and staff.

• Elementary Site Leadership Team
• Special Education Lead Teacher 2024/2025
• CPI Training
• First Aid/CPR
• READ Act professional development
• Ongoing participation in school-wide trainings on trauma-informed care, behavior intervention strategies, and inclusive practices.

• Support the growth and effectiveness of special education staff and paraprofessionals by sharing instructional strategies, behavioral supports, and practical tools that strengthen classroom practice and student success.
• Foster strong partnerships with families, educators, and support staff to ensure clear communication, collaborative problem-solving, and consistent support for students with disabilities.
• Promote effective and individualized programming through thoughtful planning, ongoing progress monitoring, and the use of research-informed instructional practices.
• Maintain strong knowledge of special education procedures and timelines to help ensure that evaluations, IEP development, and progress reporting are completed accurately and in a timely manner.
• Encourage a collaborative and supportive learning environment for staff and students by promoting inclusive, culturally responsive, and trauma-informed approaches to education.