CURRICULUM, INSTRUCTION, SUPPORTS, SERVICES, AND ASSESSMENTS
GUIDELINES FOR THE IEP TEAM
DISTRICT BULLETINS, REFERENCE GUIDES, AND OTHER DISTRICT RESOURCES
Publications from the Division of Special Education
BUL-048496.0: Annual Alternate Assessment of the English Language Proficiency Levels of Students with Disabilities on the Alternate Curriculum, April 9, 2018
It is District policy that the guidelines and procedures outlined in this Bulletin be followed when students on the alternate curriculum are identified by IEP teams as needing an alternate English language proficiency assessment in lieu of participation in all or part of the English Language Proficiency Assessments for California (ELPAC).
BUL-045788.0: Identification and Educational Support of Students with Characteristics of Dyslexia
The purpose of this Bulletin is to provide guidelines, raise awareness, and increase understanding of the characteristics of dyslexia. Additionally, this Bulletin outlines a Multi-Tiered System of Supports (MTSS) for addressing dyslexia in the general education program. The Bulletin provides guidance on the assessment of students referred for a suspected disability, including dyslexia, and for making recommendations on how to best address the unique educational needs of students.
School communities and Individualized Educational Program (IEP) teams should understand that:
- Many students with dyslexia can be supported in general education programs with targeted interventions and/or appropriate supports;
- “Specific Learning Disability” (SLD) is an umbrella term and does not prohibit the use of the term “dyslexia” when determining special education eligibility and educational services; and
- Core deficits associated with dyslexia will be assessed when considering special education eligibility under the category of SLD.
District schools will establish a Multi-Tiered System of Supports (MTSS) and will use phonological processing assessment measures to determine the unique educational needs of students who exhibit characteristics of dyslexia.
BUL-6049.2: Required Curriculum and Assessment for Students Participating on the Alternate Curriculum, November 9, 2015
The purpose of this Bulletin is to inform school site administrators and special education teachers of required curriculum and assessments for students with disabilities participating on the alternate curriculum.
BUL-2087.1: Mobility Opportunities Via Education (MOVE) Program, November 18, 2013
The purpose of this Bulletin is to provide updated guidelines for determining the appropriateness and implementation of the Mobility Opportunities Via Education (MOVE) program.
BUL-1258.1: Description of the RSP and Role of the RST-Revised, November 15, 2004
It is the District’s policy that the role of the resource specialist program shall support students with disabilities in accessing and progressing in standards-based core curriculum. This Bulletin addresses the prevention and special education intervention services provided by the resource specialist teacher through the resource specialist program.
BUL (H) 4.0: Use of Mini Trampolines by Special Education Personnel, November 14, 2000
Staff members from the Adapted Physical Education, Occupational Therapy and Physical Therapy Programs may use low rebound, mini jogging tramplines or joggers as a therapeutic tool to teach balance, coordination, and proprioceptive input to students with identified motor and sensory deficits.
REF-6032.2: Guidelines for School Based Enterprised Programs, April 22, 2019
The purpose of this Reference Guide is to provide senior high school staff with information and guidelines regarding the purpose, procedures, and implementation of a school based enterprise as part of the instructional program for students on the alternate curriculum.
REF-6845.1: Adapted Physical Education (APE) Co-Teaching Service Delivery Models in the Least Restrictive Environment, March 1, 2018
The purpose of this Reference Guide is to clarify the modalities utilized in the implementation of co-teaching practices for Adapted Physical Education (APE) services to students who meet service criteria for APE within the Los Angeles Unified School District (LAUSD).
REF-041781.0: Resource Specialist Program - Service Tracking, Documentation, and Monitoring, October 16, 2017
The purpose of this Reference Guide is to provide information and procedures regarding service delivery, documentation, and monitoring of Resource Specialist Program (RSP) services. Resource specialist teachers (RSTs) in all District and Charter schools are required to follow procedures outlined in this Reference Guide.
REF-2025.3: Development and Implementation of a Learning Center at the Secondary Level, October 17, 2016
The purpose of this Reference Guide is to provide updated guidelines for the development and implementation of a Learning Center in secondary schools. The purpose of the Learning Center is to provide a range of multi-tiered supports for students with disabilities. All secondary schools are required to develop a Learning Center to support students in meeting grade-level standards through a partnership between general and special education teachers.
REF-3269.2: Related Services Position Papers, October 17, 2016
The purpose of this Reference Guide is to inform all District instructional staff, Pre-K through senior high school, of: (1) the updated Related Services Position Papers; and (2) their responsibility to read these position papers in order to understand the role of Related Services in the education of students with disabilities within the Los Angeles Unified School District. The Related Services Position Papers are available for download at the Division of Special Education website (http://sped.lausd.net).
REF-5749.1: Required Procedures to Ensure That All New Alternate Curriculum Special Day Programs Have Appropriate Instructional Materials and Supports, July 4, 2016
The purpose of this Reference Guide is to provide teachers and school site administrators with procedures and timelines to ensure that all new special day program (SDP) classes using the alternate curriculum have appropriate instructional materials and support by the first day of class each school year. In order to maintain the compliance issues identified by the U.S. Department of Education, Office of Civil Rights (OCR) – Docket Number 09-11-1025, The Division of Special Education will require the procedures within this Reference Guide to be implemented.
REF-5959.2: Ordering Universal Precautions Materials, November 2, 2015
The purpose of this Reference Guide is to inform schools, including affiliated charter schools, of the process to use when universal precautions materials are required.
REF-4708.2: Responsibilities of School Site Administrators and the Itinerant Staff Assigned to Schools, March 6, 2014
The purpose of this Reference Guide is to establish guidelines and define responsibilities for school site administrators and itinerant staff assigned to school sites.
REF-6157.0: Course of Study for Secondary Students on the Alternate Curriculum, September 25, 2013
The purpose of this Reference Guide is to inform staff working with secondary students on the Alternate Curriculum of the requirement to complete the Course of Study for Students on the Alternate Curriculum Form during the Individual Transition Plan (ITP) portion of the Individualized Education Program (IEP) team meeting.
REF-5445.0: High School Elective Codes for Students with Disabilities Participating in the Alternate Curriculum, April 4, 2011The purpose of this Reference Guide is to provide high school elective course codes and course descriptions to be used for classes designed for students with moderate to severe disabilities on the Alternate Curriculum.
REF-2481.4: Support for Students with Assessed Health Needs in Special Education Programs, May 24, 2010
The purpose of this reference guide is to provide guidance to schools regarding the processes and procedures for providing support to students with disabilities who have assessed health needs.
REF-4875.0: Secondary Course Code for Selected Special Education Elective Courses, September 14, 2009
The purpose of this Reference Guide is to update the high school elective course codes and course descriptions for students with disabilities on the alternate curriculum. Course codes should be used beginning 2009/2010 school year.
REF-4294.0: Middle School Course Codes for Students with Disabilities Participating in the District Alternate Curriculum, June 16, 2008
The purpose of this Reference Guide is to update the middle school course codes and course descriptions to be used for classes designed for students with disabilities on the alternate curriculum and tested using the California Alternate Performance Assessment (CAPA).
REF-4160.0: Course Codes for High School Students with Disabilities Participating in the District Alternate Curriculum, March 10, 2008
The purpose of this Reference Guide is to update the high school course codes and course descriptions to be used for classes held for students with disabilities on the alternate curriculum and tested using the California Alternate Performance Assessment (CAPA). Course codes should be used beginning with the 2008-2009 school year.
MEM-066301.0: Autism Awareness Month, February 25, 2019
This memorandum provides information about World Autism Awareness Day, April 2, 2019, and Autism Awareness Month, which will be held the month of April 2019.
Publications from Other Divisions and Offices
ADA Program Accessibility Request Form (REF-066902: Procedures to Request Barrier Removal for Program Accessibility, for Students and Other Individuals with Disabilities, March 11, 2019)