May 2016
Issue 6
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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)  Instructional Updates
2)  Autism Support
3)  Positive Behavior Support
4)  Transition Services

Behavior Symposium:
Prevention is Key

Register for the Behavior Symposium*
Click the image above to view Memo 6677.0 and the Behavior Symposium flyers.

* Registration is open to:
  • ALL General & Special Education Classroom Teachers
  • Secondary Behavior Symposium (Grades 6-12) is June 14, 2016
  • Elementary Behavior Symposium (Grades K-5) is June 15, 2016

Summer Institute 2016
Engaging All Learners for Success

August 4-5, 2016
Pre-Register for the Summer Institute 2016*

Click the image above to view Memo 6676.0 and the Summer Institute 2016 flyer.

* Registration is open to special education teachers who did not attend the Summer Institute last year with:
  • 10 years or less experience in Special Education
  • K-5/6 Resource Specialist Teachers and K-5/6 SDP Core teachers
  • Early Childhood Special Education Teachers
  • K-5 Alternate Curriculum Teachers
Accelerating Early Literacy Development for Struggling Readers

Register for one of the upcoming sessions.

Click the image above to view Memo 6681.0 and the Accelerating Early Literacy flyer.

* Registration is open to K-3 teachers:
  • Elementary Resource Specialist Teachers and SDP Core Curriculum Teachers
This training is not intended for the following:
Teachers who have already been trained in 95 Percent Group strategies as part of the Early Language and Literacy Plan Cohort One or Cohort Two may not attend. Preschool teachers, alternate curriculum teachers, DOTS teachers, itinerant support teachers, itinerant Resource Specialist teachers, and administrators may not attend.

“The Size of the Reaction Must Match the Size of the Problem*”


This theme is the focus of an important lesson taught by General Education and SPED teachers of students with autism across the District. Sometimes a student is not able to discriminate between different degrees of problems.  When asked to categorize the situation, “You can’t find your pencil, but you have another one in your backpack,” many students will often label this as a “Big Problem.”  To better handle social interactions or stress of any kind, students must be able to determine the size of a problem and then match a reaction to the problem.  This lesson introduces prompts that can be be used consistently, (e.g. “How big is that problem?”), as well as calming techniques and self-management tools.

*Concepts by Michelle Garcia Winner (Thinking Social), Leah Kuypers (The Zones of Regulation) and Kari Dunn Buron and Mitzi Curtis (The Incredible 5 Point Scale).

Click the video to view the "Size of the Problem" video from Superior Elementary.

We all get a little stressed this time of year, so we might see an increase in behavior.


Remember these tips:

  • Be respectful of students personal space.  Getting in their space may escalate behavior!
  • Listen and remain non-judgemental.
  • Use a calm voice and lower your volume.
  • Body language can speak louder than words!Be aware of your own body language.
  • Students feel empowered when they can make a choice!  Give choices.
  • Provide positive feedback 4:1.


Certificates of Completion

It is that time of year again when the District Office of Transition Services will be sending pre-printed Certificates of Completion to high schools. Here are some reminders about Certificates of Completion:

Students with an IEP can earn a certificate of completion by meeting any one of the following conditions:
  1. Satisfactory completion of credits of a prescribed alternative course of study as identified on the student’s IEP (210 credits for Class of 2016 and beyond); or
  2. Satisfactory achievement of his/her IEP goals and objectives during high school as determined by the IEP team; or
  3. Satisfactory high school attendance, participation in the instruction prescribed in his/her IEP, and achievement of the transition goals and objectives.
Our office prints certificates of completion for current students in class of 2016 or earlier years.

  • Students who earn a certificate of completion may continue to pursue a diploma and are eligible to continue receiving special education services through 22 years of age.  The certificate is not an “end of services” document - it is an achievement on the way to earning a diploma for students who meet the requirements.
  • It does not matter if students are on the general education curriculum or alternate curriculum - both groups are eligible to earn certificates of completion.
  • Students with disabilities who qualify for a certificate of completion are eligible to participate in one graduation ceremony and any school activity related to graduation in which students of similar age without disabilities would be eligible to participate.
We anticipate a new reference guide will be published in May. Last year’s guide is REF-6056.2.

We hope you have enjoyed receiving the Instruction Snapshot this year. This is our last issue for the 2015-16 school year. See you in Fall 2016! Have a great summer.

The Instruction Snapshot Team
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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