LRE Aide

About the Role

A Lesser Restrictive Environment Aide (LRE Aide) is assigned to a specific building under the direction of a team composed of regular and special education professional staff and the building administrator. This team identifies specific job tasks for the LRE Aide in relation to assigned special education students. Supervision is provided cooperatively by general education and special education teachers. The primary function of the LRE Aide is to assist students with disabilities in the regular education environment in the absence of the special education teacher. LRE Aides must work their full employment assisting special education students and cannot be assigned to general education duties or split-funded.

Responsibilities

• Provides assistance to eligible students with disabilities when the Individual Educational Planning Team (IEPT) determines additional support is necessary in a lesser restrictive general education classroom or community-based setting.
• Implements accommodations and modifications related to classroom activities based on the student’s IEP.
• Promotes social acceptance and interaction with general education peers.
• Encourages student independence in learning activities, completing classroom assignments, and interacting with peers.
• Assists general and special education teachers in implementing daily lessons.
• Supports the implementation of behavior intervention strategies.
• Maintains a log of specific support, as described in the student’s IEP, provided while not under the direct supervision of a special education teacher.

Requirements

Candidates must meet one of the following criteria:

• Complete at least two years of study at an accredited institution of higher education (equal to 60 semester hours); or
• Obtain an associate's degree (or higher) from an accredited institution; or
• Meet a rigorous standard of quality and demonstrate, through passage of an approved formal state academic assessment, knowledge of and ability to assist in instructing reading, writing, and mathematics (or readiness in these areas, as appropriate).

The State Board of Education has approved the following assessments for qualification:

• Basic Skills Examination
• MTTC – A passing score of at least 480 on the evidence-based reading and writing section of the SAT and 530 on the mathematics section (in lieu of the Basic Skills Test or Professional Readiness Exam)
• ETS Parapro Assessment – A passing score of 460 is required
• WorkKeys® (if previously completed) – Required Scores: Reading for Information – 4; Applied Mathematics – 4; Writing – 3 (Business Writing was not approved)

Desired Qualifications

• Evidence of successful experience in student and parent relations through prior personal or professional settings.
• Demonstrated proficiency in an instructional support capacity, such as tutoring, teaching, or similar work experience.
• Willingness to learn and flexibility.
• Knowledge of and ability to assist in instructing reading, writing, and mathematics as appropriate.