Section 7 - Specially Designed Instruction

Specially Designed Instruction:
 Type of instruction (break down tasks - model, prompt, provide immediate
feedback)
 Group size (large/small group, individual)
 Types of services (direct, consultative)
 Conditions (given/with grade level materials...)
 Do NOT put specific names of systems/products - describe what they are
or do such as a multisensory system of instruction.
 Ex: In the large group general education co-taught classroom, student will be
provided with highlighted notes, will use graphic organizers, and use grade-
level materials with verbal prompts and immediate feedback during class
lectures or independent work
 Ex: Individual or small group instruction to model, re-teach and practice skills
taught in the general education classroom using graphic organizers, a
calculator and multiplication table
 Amount of time: list only the amount of time spent working on
that goal, NOT the whole time you have the student in class

Related Services:
 Ensure that all related service providers complete this section
 Ex: Speech/Language Services specifically targeting receptive and expressive
language skills, individually, in a small group setting an/or in the classroom
utilizing modeling, corrective feedback, and repeated practice.

Assistive Technology:
 This section relates to an assistive technology service - a device or service
that directly assists a student to increase, maintain, or improve functional
capabilities (does not need to be electronic)
 Do not state a brand name (use "tablet" rather than "iPad")
 For hearing impaired students

 Ex: School provided FM system to access spoken instruction and other auditory
information in the classroom
 AT could also be an accommodation if student, parents, and teachers
know how to use it- bubble seat, pencil grip, slant board
Accommodations
 Must include all accommodations from section 12
 Include any additional that are classroom appropriate but not allowable
on testing page (section 12)
 Be sure to differentiate between general education and Special education
classroom accommodations . Most are the same, list out for each.
Suggest: General education Classrooms : then list accommodations
Resource Room: then list accommodations
 Confirm that the accommodations are aligned with disability area(s); ex - if
only SLD Math, would not need accommodation of "read aloud"
 Confirm they are truly accommodations - they should NOT change the
content or mastery level of an assignment
 Make sure this section is individualized and not the same for all students
Modifications
 If students are taking a regular state assessment (not alternate
assessment), there should not be modifications listed to academics.
 If using a modified curriculum that is extended standards from ODE list
here.
 Modification for physical needs, etc. can be listed here.
Support of School Personnel
 Examples: Consultation for sensory needs, CPI, CPR, Instruction on
Autism. Attendant to assist student with toileting, feeding, moving through
the building, or for Safety. (Attendant is a last resort as it makes students
more dependent on adults – some students are physically dependent on
adults to manage their day so that they can attend to educational
activities.)**If an attendant is added to an IEP the plan for use of
attendant and diminishing the use of the attendant needs to be
considered and addressed.

Services to Support Medical Needs
 Meds taken at school that requires training?
 Ex: Epi-pen, seizure meds
 Health Care Plan in place?

Links needed for the following resources:

1. Example topics/phrases for SDI
2. Example topics/phrases for SDI preschool
3. SDI Rubric
4. SDI Clues/Tips
5. SDI examples
6. SDI printable checklist