December 2015
Issue 3
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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



Building Educator Assessment Literacy (BEAL):  SBAC Secondary Performance Task Workshop

The Division of Instruction, in partnership with the Local Districts, will be training teachers on scoring the Interim Assessment Block Performance Tasks for ELA and math, grades 6-8 and 11. Participants will learn how to collaboratively score the performance tasks and discuss the implications of the tasks, rubrics, and student work in relationship to curriculum and instruction.

Training is for:  Secondary Teachers (Math, ELA, SDC, and RSP)

Session 1:  January 4th and 5th
Session 2:  January 6th and 7th

See the attached flyer for details on location, compensation, and directions for registration.

Part 1        
Growth Mindset

What are mindsets?
Mindsets are people’s beliefs about human attributes and abilities, which can play a major role in a person’s achievement. Mindsets can differ because individuals might believe that some abilities are fixed and others can be developed.  

Growth Mindset is the belief that the most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point.

So how does mindset affect a student’s ability when learning?
Watch this short clip to hear about how Carol Dweck explains Growth vs. Fixed Mindset in her own words.

News from the CAPTAIN Regional Conference

On November 9 & 10, 2015 the Autism Support Team presented their work at the CAPTAIN (California Autism Professional Training and Information Network) Regional Conference.  CAPTAIN is a multiagency network developed to support the understanding and use of Evidence Based Practices (EBP) for individuals affected by Autism Spectrum Disorder across the state.  Los Angeles Unified School District has been a cadre member since its inception in 2013.
For the 2014-2015 school year, the team coached eleven teachers and their para-educator teams to design, implement, and evaluate EBP: Visual Support Systems to promote written expression for students with ASD.  Visual supports include character profiles, graphic organizers, and interactive writing templates. Thank you to our participating teachers and staff at Sylvan Park ES, Delevan Drive ES, Annandale ES, Rockdale ES, Dahlia Heights ES, Brentwood Elementary Science Magnet, Normandie Avenue ES, and Montara Avenue ES!
For more information on the recommended 27 EBPs for students with ASD, check out the CAPTAIN website at

PREvention Ideas

1. Define and Teach Expected Behaviors
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Are your expectations clear? Do the students really understand what you want?
2. Reinforcing Positive Behavior
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Follow the links below for Behavior Charts and Reward Dollars for your classroom or school!

Free Printable Behavior - Reward Dollars

3. Correction Procedures
 Respond to misbehavior consistently, calmly, immediately, briefly, and respectfully.

1.  Be specific. Use language from your classroom and/or school-wide behavior expectations.
2.  Use “start” commands. Tell them what you want them to start doing not what you want them to stop doing.
3.  Make it private.
4.  Deliver your message in a respectful manner. Keep in mind tone, volume and cadence.

When inappropriate behavior occurs, remind student of the expected behavior and model that behavior.   Provide many opportunities to practice the new skill. Make sure you are providing positive reinforcement when appropriate behavior occurs.

The links below provide resources for Using Correction Procedures:

PBIS - Start Commands
Speaking of - Social Skills/Pragmatics
PBIS - Teach Conflict Resolution Skills
Transition Assessments

Transition assessments are different from other assessments because student interests are examined rather than performance or ability. Transition assessments are a great way to initiate conversations with your students about post-secondary plans and how they can achieve their goals in life.  Although assessments in the area of transition can be confusing, here are the essentials of what you need to know:

Please note that the assessments we use are informal and typically done with whole groups and therefore do NOT require you to check the “Career and Vocational Assessment” box on the assessment plan.

Comprehensive Transition Assessments
The “Career and Vocational Assessment” box should be checked when the IEP team has determined that the student needs a comprehensive transition assessment. Comprehensive Transition Assessments include parent and student interviews, multiple assessments in the area of transition and a record review and result in a report which gets attached to the IEP. If an IEP team has identified the need for a Comprehensive Transition Assessment, please contact your DOTS teacher or the DOTS office (213-241-8050 /

Click here to download the document "Transition Assessments."
We look forward to bringing you more transition tips next month!
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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