Slide 1

Special Education
Adrienne Lacey-Bushell, Ed.D.
Special Education
A Local Educational Agent (LEA) is a representative
of the local educational agency who is
qualified to provide, or supervise the provision of special
is knowledgeable about the general education curriculum
is knowledgeable about and authorized by the local
educational agency to commit the available resources of
the local educational agency.
Special Education in Plain Language
 Ensures
that all applicable Federal and State laws
are complied with
 Ensures students with disabilities receive FAPE (free
appropriate public education) in the least restrictive environment
 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
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
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 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
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)
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
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
Monitor the day-to-day performance of paraprofessionals
Provide feedback and on-the-job training to
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
 Evaluating paraprofessionals and their supervising
 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
The Special Education Dashboard and
the IEP Approval Process
[email protected]
Thank you for your time and attention.
[email protected]
314.633.5324 (office)

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