Understanding the Role of Local Educational Agents in Special Education

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Local Educational Agents (LEAs) play a crucial role in ensuring students with disabilities receive appropriate education and support as mandated by Federal and State laws. This involves overseeing the implementation of Individualized Education Programs (IEPs), facilitating access to general education curriculum, and representing the district in meetings. LEAs are responsible for ensuring compliance with regulations and providing resources for students' educational needs.

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Special Education Adrienne Lacey-Bushell, Ed.D. Director Special Education 2014

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

Ensures that all applicable Federal and State laws are complied with Ensures students with disabilities receive FAPE (free appropriate public education) in the leastrestrictiveenvironment Ensures students have access to the age/grade appropriate general education curriculum and all program options available at the school

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

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

The students 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

How the students 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

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

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.

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?

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

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

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

Recruiting, interviewing, and selecting paraprofessionals Evaluating paraprofessionals and their supervising teachers Promoting effective teamwork in the building and within teacher-paraprofessional teams Taking a leadership role in creating a school climate in which paraprofessionals have a professional identity Providing an atmosphere of respect, recognition, and open communication