administrator leadership academy
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Administrator Leadership Academy. Special Education. Adrienne Lacey-Bushell, Ed.D . Director Special Education. 2014. The Role of the LEA Representative. The Law. A L ocal E ducational A gent (LEA) is a representative of the local educational agency who is - PowerPoint PPT PresentationTRANSCRIPT
Administrator Leadership Academy
Special Education
Adrienne Lacey-Bushell, Ed.D.Director
Special Education
2014
The Role of the LEA Representative
The Law
A Local Educational Agent (LEA) is a representative of the local educational agency who is
qualified to provide, or supervise the provision of special education,
is knowledgeable about the general education curriculum and
is knowledgeable about and authorized by the local educational agency to commit the available resources of the local educational agency. 115.78(1m)(d)
Special Education in Plain Language www.specialed.us/pk-07
ResponsibilitiesEnsures that all applicable Federal and State laws
are complied withEnsures students with disabilities receive FAPE
(free appropriate public education) in the least restrictive
environmentEnsures students have access to the age/grade
appropriate general education curriculum and all program options available at the school
The LEA at the IEP Meeting Represents the district Is usually the school principal or his/her designee Often chairs the meeting States the purpose for the meeting and generally keeps
the meeting flowing Is responsible for ensuring that anything requested in
the meeting (in terms of district resources), if agreed upon by the team, can be made available
IDEA Requires that an IEP must be written according to the needs of
each student who meets eligibility guidelines under the IDEA and state regulations
The IEP must contain specific information, including the special education and related services that he or she will receive
What to Look for When Reviewing an IEP The student’s present levels of academic and
functional/behavior performance describes how the student is currently performing in school and how the student’s disability affects his or her involvement and progress in the general curriculum (is the student eligible for alternative assessment)
Annual goals that are measurable, including academic and functional performance. Goals should mimic information from the present levels. What can the student reasonably accomplish in a year
What to Look for When Reviewing an IEP cont’d
How the student’s progress toward meeting the annual goals are to be measured and reported to the parents
Special education services, related services and supplementary aids to be provided to the student (such as a communication device)
The schedule of services to be provided, including when services will begin, the frequency, duration and location for the provision of services
What to Look for When Reviewing an IEP cont’d
Program modifications and/or accommodations Explanation of anytime the student will not participate
with nondisabled students Accommodations to be provided during state and
district assessments A statement of post-secondary goals and a plan for
providing what the student needs to make a successful transition (must be in place by age 16)
A Behavior Intervention Plan (BIP)
THE PARAPROFESSIONAL
Roles And Responsibilities of Paraprofessionals
Paraprofessionals assist with the implementation of IEPs under the direction of the teacher.
Paraprofessionals support the instruction, supervision and classroom management as a member of the school team.
Paraprofessionals reinforce learning in small groups or with individual students.
Paraprofessionals observe learning difficulties of students and report such matters to teachers.
Roles and Responsibilities Continued… Paraprofessionals provide supports that may be
necessary based on the student’s needs (instructional and physical).
Paraprofessionals can provide support for one student as well as the classroom.
Paraprofessionals assist with classroom management, grading papers, data collection, and record keeping.
Q: Are paraprofessionals being used effectively in your school settings?
Q: Is there an overuse of paraprofessionals?
Paraprofessionals…SHOULD NOT
Provide direct instruction or introduce students to new materials, skills, concepts, or academic content
Be the first line of contact between the parent and the school
Be used as a substitute for certified teachers Assume full responsibility for supervising
assemblies or field trips Be tied to one student
Responsibilities of Teachers In Supervising Paraprofessionals
Plan the tasks that paraprofessionals will perform Develop schedules for paraprofessionals Appropriately delegate responsibilities to
paraprofessionals Monitor the day-to-day performance of paraprofessionals Provide feedback and on-the-job training to
paraprofessionals Share relevant information about strengths and training
needs to Principals and the Office of Special Education
Responsibilities of Teachers In Supervising Paraprofessionals cont’d…
Introduce the paraprofessionals to the classroom Provide clear instructions and complete information Assign and delegate tasks Discuss curriculum and instruction Discuss student behavior Promote training and professional development Give feedback and recognition
The Principal’s RoleRecruiting, interviewing, and selecting
paraprofessionalsEvaluating paraprofessionals and their supervising
teachersPromoting effective teamwork in the building and
within teacher-paraprofessional teamsTaking a leadership role in creating a school climate in
which paraprofessionals have a professional identityProviding an atmosphere of respect, recognition, and
open communication
The Special Education Dashboard and the IEP Approval Process
SIS
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