Specially Designed Instruction: SDI Checklist
- Type of instruction (break down tasks - model, prompt, provide immediatefeedback)
- 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
- 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.
- This section relates to an assistive technology service - a device or servicethat directly assists a student to increase, maintain, or improve functional capabilities (does not need to be electronic)
- Do not state a brand name ( such as use tablet rather than iPad or AAC device )
- 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 needs it- bubble seat, pencil grip, slant board
- Assistive Technology Resource Guide
- Ocali.org This website offers multiple resources and Modules for training as well as ways to look for Assistive Technology for a student
Accommodations: Are NOT to be just copied and pasted for every IEP and if your list is LONG reconsider specially designed instruction to meet the needs of the student
- Accommodations that will be listed in section 12 must be listed here for consistent use throughout the school year to progress in curriculum
- 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.
ON the IEP list this clearly:
General education Classrooms : then list specific accommodations
Resource Room: then list specific 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 listed with accommodations that are specific to the student, clear and understandable, individualized and not the same for all students
NOTE on making accommodations specific:
Examples of NOT Specific are: extended time, breaks, read aloud
Examples of Specific could be: Extended time on writing assignments that are more than one page or require preplanning due to difficulties with organizational skills with writing, or 5 minute breaks during tests longer than 30 minutes due to needing break to focus on work, Student will read aloud tests to self using an ear phone to assist with auditory processing of questions and materials read.
- If students are taking a regular state assessment, it would be rare to list modifications listed to academics unless it is clear to parents that you do not expect the child to be able to test at the same level of peers.
- 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. Adult to assist student with toileting, feeding, moving through the building, or for Safety. (Adult 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 but may not need a full time adult)**If an adult is added to an IEP the plan for use of this adult and diminishing the use of the adult supports needs to be considered and addressed.
- DO NOT list the term attendant or one on one: List: Use of adult supervision to assist student with toileting, feeding and moving through the building. or Use of adult supervision to assist with monitoring student movement due to safety concerns with running away., etc. Be very specific for the reasons there is a need.
- Clear this input on IEP prior to any IEP meeting. Do not simply copy and paste from old IEP to new IEP - re-evaluate the need every year with the data collected for diminishing these supports.
Services to Support Medical Needs:
- Meds taken at school that requires training?
- Ex: Epi-pen, seizure meds
- Health Care Plan in place?
- List amount of time daily for specific Nursing needs.