February 2016
Issue 4
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Welcome to the PreK-12 Instruction Snapshot, a monthly newsletter for all teachers supporting students with disabilities on the general education/core curriculum.
In this Issue:

1)  Upcoming Trainings
2)  Instructional Updates

3)  Autism Support
4)  Positive Behavior Support
5)  Transition Services

Woodcock-Johnson IV Training for Special Education Teachers Grades K-12

This is a voluntary workshop for elementary and secondary RSP and SDP-Core teachers who teach students on the core general education curriculum in grades K-12.

In this workshop, you will receive hands-on training on how to administer the assessments and use the online scoring platform to generate student score reports.  You will also learn to interpret assessment results and use the information in writing comprehensive assessment reports and student IEPs. Additionally, you will practice effective communication strategies to explain assessment results to parents and other members of the IEP team.

PREREQUISITE:  Before enrolling in this training, participants are expected to have either ordered or have current access to the Woodcock-Johnson IV Tests of Achievement at their school site.

Session 1:  Saturday, February 27, 2016
Session 2:  Saturday, March 12, 2016
Session 3:  Saturday, April 16, 2016
Session 4:  Saturday, May 14, 2016

Participants will be compensated at the training rate ($25.00/hour) for six hours of workshop attendance.

See the attached flyer for details on location and directions for registration.
Best Practices in IEP Writing and Implementing CCSS-Aligned IEP Goals

New Sessions Added!

Two new voluntary sessions have been opened for this class:
  • Saturday, February 27, 2016  
  • Saturday, March 12, 2016
Both sessions are located at Sammy Lee Medical Health Magnet.  You only need to attend one session. Participants will receive a copy of the Goal Bank book.

You can sign up on Learning Zone for Best Practices in IEP Writing and Implementing CCSS-Aligned IEP GoalsVisit Learning Zone and type in the Keyword: IEP Writing to find classes.

Upon completion, participants will receive six hours of compensation at the training rate ($25.00 per hour) for attendance.
Salary Point Classes
We are currently offering additional sessions of the classes offered in the Fall.  If you have already attended these classes, you may not repeat the class for additional salary point hours. 
Please check back in our next issue for NEW classes.
Thursday Evening Classes
Class Title Date(s) Location(s) Time Learning Zone Keyword(s)
Simple Strategies for Responding to Behaviors Thursday,
February 25, 2016
52nd Street ES Delta Center 4:00 pm - 6:00 pm Keyword: Simple Strategies
Gault Street ES
Sellery Sp.Ed. Center
Evidence-Based Practice: Self-Management Thursday,
February 25, 2016
52nd Street ES Delta Center 4:00 pm - 6:00 pm Keyword: Self-Management
Step by Step of Behavior Support
March 10, 2016
52nd Street ES Delta Center 4:00 pm - 6:00 pm Keyword: Step by Step
Gault Street ES
Sellery Sp.Ed. Center
Evidence-Based Practice: Video Modeling Thursday,
March 10, 2016
52nd Street ES Delta Center 4:00 pm - 6:00 pm Keyword: Video Modeling
The Subject We Forgot: Social Emotional Learning Thursday,
March 31, 2016
52nd Street ES Delta Center 4:00 pm - 6:00 pm Keyword: Subject We Forgot
Gault Street ES
Sellery Sp.Ed. Center
Diffusing Disruptive Behavior Thursday,
April 14, 2016
52nd Street ES Delta Center 4:00 pm - 6:00 pm Keyword: Diffusing
Gault Street ES
Sellery Sp.Ed. Center
Alternatives to Suspension Thursday,
April 28, 2016
52nd Street ES Delta Center 4:00 pm - 6:00 pm Keyword: Alternatives
Gault Street ES
Sellery Sp.Ed. Center
Supporting Students in Crisis Thursday,
May 12, 2016
52nd Street ES Delta Center 4:00 pm - 6:00 pm Keyword: Supporting Students
Gault Street ES
Sellery Sp.Ed. Center

Saturday Classes
Class Title Date(s) Location(s) Time Learning Zone Keyword(s)
Co-Teaching at the Secondary Level - 8 hours
This class is held over two sessions- both parts must be attended for 8 hours of credit.
March 12, 2016
Saturday, April 16, 2016
Robert Hill Lane Elementary
8:00 am - 12:00 pm
both days
Keyword: Co-Teaching
School Staff Ability Awareness Training - 4 hours Saturday, March 12, 2016 Robert Hill Lane Elementary 8:00 am - 12:00 pm Keyword: Ability Awareness
Academic Conversations: Supporting English Learners with Disabilities Saturday,
April 16, 2016
Robert Hill Lane Elementary  8:00 am - 3:00 pm Keyword: Academic Conversations


Part 2      
What Can I Do to Foster a Growth Mindset in the classroom?

Click here to read the article "Even Geniuses Work Hard"
by Carol S. Dweck!

Get Your Students Ready for CAASPP Testing!

The new acronym for the end-of-year summative assessments is the California Assessment of Student Performance and Progress (CAASPP) System. All students in grades 3 through 8 and grade 11 are tested in the subjects of English language arts (ELA) and mathematics, and students in grades 5, 8, and 10 are tested in science. CAASPP includes the following assessments:

Students on the Core/General Education Curriculum
- the Smarter Balanced assessments (SBAC) in ELA and math
- either the CST or the CMA in science

Students on the Alternate Curriculum
- the California Alternate Assessments (CAA) in ELA and math
- the CAPA in science

IEP Section K: Participation in State and District-wide Testing
The options under Designated Supports and Accommodations are being updated in Welligent to reflect recent changes in state policy.  All IEP team members should review the changes both in Welligent and in REF-6420.1.  IEP team members, especially teachers, should determine if an IEP team meeting should be held to discuss the student's current plan for this year's testing. Some of the key changes:
  • ​Students in grades 3-5 who meet certain criteria may be eligible to have an accommodation to have the ELA reading passages read aloud to them for the ELA Reading test. The IEP team can select read aloud (non-embedded) or text-to-speech (embedded), or both. This accommodation should be considered for students who require this accommodation both for daily instruction and other formative assessments.
  • The methods for presenting the test to students who are deaf or significantly hard of hearing and use American Sign Language (ASL) have changed.
  • The options for use of braille and braille devices for students who are blind or significantly visually impaired have changed.
  • English learners whose native language is Spanish may be eligible for additional designated supports for Spanish translation.
Practice! Practice! Practice!
Ensure your students have ample opportunities to practice using the Universal Tools, Designated Supports, and Accommodations for Smarter Balanced testing. There is still time for educators and students to try out the different types of supports using the Practice and Training Tests. Doing so will encourage familiarity with the supports as well as an optimal summative assessment experience. Ensure your school's Testing Coordinator has entered your students' Designated Supports and Accommodations into the Test Operations Management System (TOMS) engine so that your students can access them when taking certain Interim Assessments on the SBAC platform.

For questions about CAASPP testing, contact the Student Testing Unit at (213) 241-4104.

To learn more about the Smarter Balanced Practice and Training Tests, visit
14th Annual History Convocation and Showcase:
Teaching Beyond the Textbook
Grades TK-12

Saturday, March 19, 2016
8:30 a.m. - 1:45 p.m.
California State University, Dominguez Hills

• Acquire lesson plans and projects for grades TK-12. Many sessions will focus on integrating historical thinking and the ELA Common Core State Standards.
• Witness the effective use of strategies for utilizing artifacts, primary sources, and literature.
• Learn from local teacher leaders including teacher fellows of the 2015 Colonial Williamsburg Teacher Institute and the California History Social-Science Project.

Registration Fee: $25.00 includes sessions, materials, continental breakfast and lunch.

Register online at
no later than Friday, March 4th to guarantee a spot and lunch.
Payment by cash or check (made out to CSUDH) will be collected the morning of the event.
The Los Angeles County Office of Education
is proud to announce

Colonial Williamsburg Teacher Institute in
Early American History
Fifth Grade Public School Teachers in
Los Angeles County

July 27 – August 2, 2016
July 28 – August 3, 201

The Los Angeles County Office of Education is pleased to announce and co-sponsor the Colonial Williamsburg Teacher Institute in Early American History for Fifth Grade Public School Teachers in Los Angeles County. The Institute is designed to prepare fifth grade teachers to teach American history under the guidelines of the History-Social Science Framework for California Public Schools and Content Standards. This intensive seven-day institute will immerse participants in early American history at places where some of the most important events took place. Teachers will study "on location" in Williamsburg, the restored capital city of eighteenth-century Virginia, Jamestown, and Yorktown. Instruction and interpretation will be provided by resident historians and by educators from the Colonial Williamsburg Foundation and other sites. Teachers will have the opportunity to exchange ideas with historians, meet character interpreters and take part in re-enactments of events of the eighteenth century.

Funded by private and corporate donations, the Colonial Williamsburg Foundation will provide round-trip airfare, room (double occupancy) and board throughout the Institute. It is expected that teachers are able to work well as part of a team and will be teaching United States history in their district during the 2016-2017 school year.


Preference is given to teachers from Los Angeles County public schools who apply in teams of two. All other Grade 5 teachers in Los Angeles County are welcome to apply. More information can be found in the attached application packet.

Self regulation is a process that enables students to respond within expected social norms to a myriad of information in their environment. Students must learn to evaluate what they see, hear, touch, taste, and smell.  Self-regulation is especially critical when communicating in a social setting.   Being successful in a social environment requires a student to be aware of self and others, as well as to demonstrate the ability to self-manage behavior and select responses expected for a variety of social environments.

The curricula of the social communication electives at the secondary level offer instruction in the area of self-regulation.  Here are some work samples from students around self-regulation.

For more information of the social communication electives, please contact Amy Nguyen at

Facial expressions are responsible for a huge proportion of nonverbal communication.  Consider how much information can be conveyed with a smile or a frown.  Facial expressions for happiness, sadness, anger and fear are similar throughout the world.

Consider:  What message are you giving when you_____?
• roll your eyes
• look up to the ceiling/sky
• pucker your lips
• yawn
Looking for Training on Behavior?

Last semester, we introduced a series of Behavior Salary Point classes. We are repeating these classes again this semester.  These classes can be attended by special education and general education teachers, teams from schools, and administrators!  The classes are tiered according to behavior needs.

Class 1:  Simple Strategies for Responding to Behaviors
Participants will be able to use strategies to proactively and appropriately respond to problematic behavior in order to create positive learning environments and increase instructional time previously lost to misbehavior.

Class 2:  Step by Step of Behavior Support
Participants will be introduced to a Multi-Tiered System of Supports (MTSS) regarding behavior interventions and how to use behavior assessment tools including the MIA, ICEL by RIOT, FBA, and IBRP.  Participants will also learn about behavior related services, and practice specific Tier I behavioral interventions to increase academic engaged time.

Class 3: The Subject We Forgot: Social Emotional Learning
Participants will be able to identify the Social Emotional Competencies in their students. Teachers will be able to use their current knowledge around social emotional competencies and create activities and lessons that can strengthen these competencies within their students throughout all academic areas.

Class 4: Diffusing Disruptive Behavior
Participants will learn key principles and strategies related to diffusing behavior in the classroom. This will enable teachers to maintain the flow of instruction and ensure safety for all students. Participants will learn how to identify triggers of disruptive behavior and respond appropriately to avoid escalation of unwanted behavior.

Class 5:  Alternatives to Suspension
Participants will use different strategies to prevent inappropriate behaviors, and promote appropriate behavior to reduce and diminish the possibility of suspension. These strategies are designed to help promote a change in school culture, encouraging students to reflect on their behavior and faculty to reflect on their practice.

Class 6:  Supporting Students in Crisis
Participants will learn how to support students at each stage of crisis in order to interrupt the cycle and/or prevent retriggering the student further. Participants will learn to identify possible student triggers with the goal of reducing the frequency and duration of crisis events.

Please remember: If you have previously attended a class for salary point credit, you will not get credit for additional salary point credit hours for taking the same class again.
Transition Q & A

Question: Isn’t it the DOTS or Transition teacher’s responsibility to provide all transition services?
Answer: No. Transition is the preparation for life after high school; the ability to get and keep a job, to pursue additional education and training, to live as independently as possible, as well as a myriad of other skills to help “become an adult.” Transition is embedded in much of the Common Core.  Think about working collaboratively to solve problems, debating one’s position, and making presentations.  Most of what students learn in high school is helping them prepare for life as adults in one way or another. Additionally, schools help students explore their interests through extracurricular activities, electives and clubs. Parents are also key transition partners, as many adult skills are practiced at home. The transition teacher is the expert on transition at the school site and serves as both a resource and direct service provider.

DOTS teachers can:
  • Train teachers on how to write compliant ITPs
  • Help teachers find transition assessments appropriate for their students
  • Consult with IEP Teams and attend IEPs for students with high transition-related needs
  • Conduct all transition assessments for 15 year-old students at school sites
  • Conduct comprehensive transition assessments when requested by the IEP team
  • Deliver transition instruction and activities directly to students (twice per year for grades 9-11, four times per year for grade 12)
  • Run work-based learning programs
Next month, we will talk about the Summary of Performance!

Division of Special Education
Los Angeles Unified School District
PreK-12 Instruction Snapshot Archive

Need Additional Assistance?
Contact:  Rachael Sawyer Perkins at

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