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March 2016
Issue 5
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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

 
Upcoming IEPs:

Please confirm with your MCD Clerk that an IEP has been scheduled for any students who have an upcoming annual or triennial IEP.

Are you using Reading A-Z Yet?

The Division of Special Education offers licenses to K-6 SPED teachers in elementary schools who teach students on the core curriculum (not alternate curriculum).  Included in this license is:
 

If you are not already signed up, please follow this link to apply:

http://goo.gl/forms/tkZjsvkAW9



 
To read the most recent Learning A-Z Monthly Messenger, click on the image below:

 

Small Group Instruction

Our students with disabilities require intensive instruction based on their individual education plans (IEPs). Research shows that one of the most effective ways to meet student needs is through small group instruction.

In a small group, the educator can differentiate instruction through targeted lessons and build interpersonal skills and collaboration. Additionally, teachers are able to ensure the focus and attention of their students, enhance motivation, and generate greater student involvement.


Things to consider:

1. Create student groups based on ability, grade level, behavior and/or mobility.

2. Plan and collaborate with paraprofessionals.

3. Prepare and organize materials for learning centers.



 
Click to watch a video of small group instruction strategies.

DON’T PICK UP THE ROPE!!

 

If a student demonstrates non-compliant behaviors in response to  directions given by an adult, avoid being pulled in to a power struggle. Instead, use de-escalating strategies.


De-escalating Strategies
*  Keep personal space in mind
*  Remain calm
*  Use a calm voice
*  Be mindful of your body language
*  Avoid a Power Struggle

 

 


Read BUL-6269.0 to learn more about a Multi-Tiered System of Behavior Support.
WHAT IS THE SUMMARY OF PERFORMANCE?

The Summary of Performance (SOP) is a summary report required for all students with disabilities who are graduating with a diploma or have reached the maximum age of attendance. The SOP summary includes the student’s academic achievements, functional performance, post school goals and aspirations, disability impact, and recommendations of supports needed in future environments. The SOP is federally required under the reauthorization of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA).  Local educational agencies are mandated to provide a summary for all students with an Individualized Education Program (IEP) or Section 504 Plan who are graduating with a diploma or have reached the age of 22 years old.
 
WHAT IS THE PROCESS FOR COMPLETING THE SUMMARY OF PERFORMANCE?
Special education teachers (case carriers) are responsible for completing the SOP in a student’s final year of receiving educational services in high school. The District has specific guidelines and procedures for completing the SOP.  Teachers should refer to the directions and follow the procedures provided in BUL- 5796.1.   Click the image to open the bulletin.


There are two forms: 

A-1, A-2 Summary of Performance-General Curriculum  (For students with disabilities with an IEP and Section 504 Plan who are graduating with a diploma)
 
AND

B-1, B-2 Summary of Performance- Alternate Curriculum  (For students with disabilities on the Alternate Curriculum and have reached the maximum age of attendance)

A copy of the document should be given to the student/parent and one copy filed in the student’s cum.
 
WHY IS THE SUMMARY OF PERFORMANCE SO IMPORTANT?

The Summary of Performance (SOP) may appear to be a simple report, however it plays a significant role in future outcomes for students with disabilities. It provides critical information that supports Section 504 of the Rehabilitation Act and the Americans with Disabilities Act to identify reasonable accommodations in post-secondary settings.  Most importantly, the SOP provides critical information about experiences and skills students have learned that prepare them to become independent and active adults in the future.
 
Division of Special Education
Los Angeles Unified School District
 
PreK-12 Instruction Snapshot Archive

Need Additional Assistance?
Contact:  Rachael Sawyer Perkins at  rsawyer@lausd.net

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