Corinne Rello-Anselmi, Deputy Chancellor

Division of Specialized Instruction and Student Support

Special Education Office

Carmen Fariña, Chancellor

INTRODUCTION TO
SPECIALLY
DESIGNED
INSTRUCTION

[email protected]
TABLE OF CONTENTS
Introduction 2
Overview of Specially Designed Instruction 3-5
Important Points 6
Implementing Specially Designed Instruction in the Classroom 7-9
Specially Designed Instruction Mentions in the IEP 10-15
Planning for Specially Designed Instruction 16-19
Specially Designed Instruction Lesson Planning Tool 20-21
Example of Specially Designed Instruction Lesson Planning Tool 22
References 23

ABSTRACT
This guide is intended to support IEP teams, administrators, special education teachers, general education teachers
with support from their special education colleagues, and practitioners as they determine the need for, plan, and im-
plement Specially Designed Instruction.

Specially designed instruction (SDI) means adapting the content, methodology, and/or delivery of instruction based
on the needs of an individual student to ensure access to general education curriculum. This kind of instruction
is required for students with disabilities and is truly individualized based on the impact of the student’s disability. Spe-
cially Designed Instruction must be determined on an individual basis and justified based on student needs identified
in the Present Levels of Performance.

INTRODUCTION
Specially designed instruction means adapting, as appropriate to the needs of an eligible student, the content,
methodology, and/or delivery of instruction to address the unique needs that result from the student’s disability. This
also ensures the student’s access to the general education curriculum, so that he or she can meet the educational
standards that apply to all students (NYSED Regulations of the Commissioner of Education Part 200).

The unique nature of SDI allows educators to match the intensity of the learner’s instructional gap to appropriate
interventions and instruction. Implementation of high quality SDI supports narrowing the academic performance gap
between students with disabilities and their general education peers. Specially designed instruction supports students
with disabilities to be successful in their least restrictive environment and make progress towards meeting grade-level
standards.

Depending on the needs a student has, the SDI may differ student to student. In other words, SDI isn’t a one-size-fits-
all mandate. One student may have a disability that primarily impacts their reading, while another may have a disability
impacting their performance in math. The SDI that each student receives is unique to the effect of their disability and
their learning needs. Once the effect of disability and learning needs of the student are determined, explicit and/or
systematic instruction is provided to the student and documented in the student’s IEP.
SPECIALLY DESIGNED INSTRUCTION

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SPECIALLY DESIGNED INSTRUCTION
What is Specially Designed Instruction?
Specially designed instruction is responsive, systematic instruction aligned to individual student need, building on a
strong instructional foundation that includes high quality differentiated instruction and Universal Design for Learning
(UDL). High quality differentiated instruction and UDL are instructional frameworks that guide the planning for all
students.

Specially designed instruction is designated on a student’s IEP. This customized instruction is informed by current
student performance data benchmarked against grade level standards and research-based instruction and
intervention. Although SDI is necessary, it is not always sufficient for every student. In this case, the student would
also need interventions. A student may benefit from tier II and tier III supports (both academic and behavior). Specially
designed instruction is a service, not a place, and is not defined by where it occurs. The SDI will change over time
as students’ progress. SDI may fade over time, for example, as students gain proficiency in using a supplementary
device. It is important to consider how the SDI will be measured and monitored.

Academic, behavioral, and/or academic needs that arise from a disability that, in general education, inhibits proficient
knowledge and skill acquisition, retention, expression, and application are addressed by SDI. For students with
disabilities, SDI is required rather than beneficial to access the grade level curriculum. Although SDI is not an
accommodation and/or modification, it may be provided to teach a student how to use an accommodation (e.g. extra
time or break). For a student whose disability precludes or severely limits the ability to decode print, SDI in the area
of “Tests Read” will provide the student with the opportunity to demonstrate content knowledge in all subject areas by
mitigating the effects of a reading or print disability.

Why is Specially Designed Instruction Provided to Students with

Disabilities?
Specially designed instruction is provided to meet the individualized needs of students with disabilities as documented
in their IEP. The SDI specific to each student is necessary to address gaps and accelerate academic, behavioral, and
functional progress toward grade level standards.

Who can provide Specially Designed Instruction?

Special education teachers and general education teachers with support from special education teachers can work
together to align and integrate the specially designed instruction for each student. School-based team members, such
as related service providers, can also provide specially designed instruction during the service provided or through
the form of Integrated Co-Teaching (ICT) or Special Education Teacher Support Services (SETSS). An intervention
specialist with deep content knowledge and expertise implementing evidence-based interventions is also qualified to
provide SDI. A paraprofessional is allowed to provide SDI only when a certified special education teacher designs the
SDI and the paraprofessional is under the supervision of the certified special education teacher.

How is Specially Designed Instruction Delivered?

Specially designed instruction is delivered in a highly structured manner with frequent progress monitoring. Educators
may also design the instruction to meet the unique needs of the student arising from their disability, which may include
changes to:

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Adaptation Example
The complexity of the task Chunking and/or modeling

The size of the task Shortened extended writing response

The time allotted Extended time

The pace Pre-teaching, re-teaching, guided practice

The environment Proximity, minimal distractions, group student in smaller groups

The procedures and routines Verbal prompts, cues, visual supports

The resources and materials iPad, speech-to-text software, Bookshare, copy of notes,
graphic organizers

The application and demonstration of knowledge Frequent checks for understanding, access to computer for
extended responses, speech-to-text software

The purpose and appropriateness of the task Personalized rubric, aligned to annual goals

Independence, participation, and motivation Timer, previewing assignments, behavior contract

**An Accommodation itself is not considered SDI. Teaching the student how to use the accommodation is a form of SDI.

Who Should Design and Monitor Specially Designed Instruction?

Specially designed instruction should be designed and monitored by special education teachers and related service
providers, in collaboration with general education teachers. Students can receive SDI throughout the continuum of
services.

How is Specially Designed Instruction Monitored for Effectiveness?

The specially designed instruction that a student requires may change over time. In order to best meet the needs of
the student, the SDI should be analyzed through:

• Individual student assessment data

• Analysis of multiple sources that include formative assessments and interim/benchmark assessments
• Collaborative, systematic data review, analysis
• Problem-solving by the IEP team to determine when/if:

o SDI needs to be modified

o Annual goals need to be adjusted
o The student no longer required SDI

Specially designed instruction can also be monitored for effectiveness through teacher/service provider performance
evaluation and self-reflection by teachers and service providers.

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IMPORTANT POINTS
• SDI is what a teacher does to deliver information to the student that is different from what other students received.
It may be instruction that is additional to what other students received and/or different methods or techniques to
present the instruction not used with other students.

• SDI is what is done by the teacher, not the student, to help close the academic performance gap between students
with disabilities and their general education peers.

• SDI is to be based upon the specific skills the student does not have which are necessary for them to improve their
academic performance required for their measurable annual goals.

• SDI is not a restatement of the academic content standard being taught. SDI is the unique teacher instruction written
on the IEP that will be provided to the students to support them in being able to meet or master their measurable
annual goals.

• Properly selected SDI will allow the student to make progress in the general education curriculum and close the
gap in academic performance relative to their non-disabled peers. Student abilities are factors in this closing of the
gap, but this cannot be an excuse for setting low expectations of a student with disabilities. It is clear that having
high expectations for any student has a positive influence on both teacher instructional decisions and increased
performance by students.

• SDI is not about getting homework done.

• SDI is not about having an extra person in the general education classroom or about having an extra person around
just in case something might happen.

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IMPLEMENTING SPECIALLY DESIGNED INSTRUCTION
IN THE CLASSROOM

Per the student’s IEP, how does the student’s disability impact access and progress in
the enrolled grade level curriculum?

Content Methodology Delivery of Instruction

• Curriculum based • The instructional • How instruction is

upon State standards design of content: provided based on the
an approach to needs of the student
instruction (i.e. more explicit,
more systematic)

These customizations are the specially designed instruction for the student based upon the specific needs
resulting from the disability as described in their IEP and applied to classroom content.

How does the student access Is there a practice or set of How is this applied to the
the general education curric- approaches that prove to be content that the student is
ulum (i.e. accommodations, more productive and/or ideal learning currently? Is the
modifications, or pre-requisite for this student when acquiring instruction more explicit or
skills)? knowledge and skills? systematic?

Examples: Examples: Examples:

-Leveled Text (same text con- -Chunking -Pre-teaching/re-teaching

tent, but text provided at the specific skills or content or
student’s reading level -Multi-sensory phonics vocabulary
instruction
-Reading passages shortened - Explicit step-by-step
- Math manipulatives that are instruction for more
*Please note that the content additional to what is already comprehensive skills or tasks
should be adapted for only a being used with the class
small percentage of students. -Speech to Text Software
-Scaffolded writing process to support written idea
with increased emphasis on development or evidence of
planning and organizing comprehension

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IMPLEMENTING SPECIALLY DESIGNED INSTRUCTION
IN THE CLASSROOM
Let’s apply this thinking to Pedro, a student with a learning disability in the fifth grade. The team has studied Pedro’s
needs, and they know that his disability impacts reading comprehension and written expression. In addition to targeted
literacy intervention, Pedro’s IEP will include specially designed instruction including the following:

While the teacher may often request graphic representations of vocabulary words and present students with visuals
as they learn novel vocabulary, Pedro retains his journal for use during later assignments. This journal has been
engineered for him to master vocabulary using the notebook. Incorporating a vocabulary notebook into the curriculum
right from the start would provide Pedro the chance to develop a useful vocabulary learning habit, and perhaps
increase the chances of the vocabulary words being used throughout the language learning process.

Where can you find Specially Designed Instruction in the IEP?

Present Level of Performance
In the following pages, you will see an example of a Present Levels of Performance Robert is a student with program
recommendations of ICT in the content areas of Math, ELA, Social Studies, and Science. He has difficulty decoding
words fluently and struggles to comprehend what he reads. Robert also presents great difficulty comprehending
information presented auditorily. Robert often has difficulty understanding and gaining meaning from the context of a
conversation. Also, Robert has difficulty understanding figurative language, which often resulted in an inappropriate
literal response to a comment from peers and adults. Robert has difficulties with attention and remembering
information. He has difficulty retaining information in short-term memory. Robert requires more time than his peers to
recall information automatically and therefore has more difficulty handling larger amounts of information at one time

Management Needs
Management needs describe the environmental and human or material resources needed to address the identified
needs. In the following pages, you will see an example of the management needs in Robert’s IEP. For example, a
homework planner addresses the concerns noted regarding memory and organization, and graphic organizers support
critical thinking.

Effect of Disability
When constructing the Effect of Disability consider the following questions:
How is the disability manifested?
How does the disability impact access to, progress, and participation in the general education curriculum?

In the following pages, you will see an example of the Effect of Disability in Robert’s IEP. This example describes how
Robert’s disability impacts his participation in the general education curriculum. For example, Robert experiences
difficulty decoding words fluently and he tends to struggle to comprehend what he reads independently. Robert also
presents great difficulty comprehending information presented auditorily without accompanying handouts or visuals.
This example describes how Robert’s disability manifests itself in regards to comprehending information provided
verbally. Robert’s teachers have to provide Robert with verbal directions and directions in a visual or written format.

Annual Goals
Should address the challenges/educational needs that result from the student’s disability as mentioned in the PLOP.
An example of one annual goal that addresses Robert’s difficulty to solve word problems involving computation from
Robert’s PLOP is:
When given 10 real-world problems, a graphic organizer, and manipulatives, Robert will create a model and correctly
solve the problems independently with 80% accuracy over a two week period as measured by math work samples and
student interview.
Testing Accommodations should reflect the accommodations the student is receiving in the classroom. An example
testing accommodation that Robert would receive would be assistive technology in the form of speech-to-text software
for lengthy writing assignments.

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 Testing Accommodation Testing Condition Implementation

Use of aids/assistive For all writing passages longer than two Responses dictated using
technology paragraphs in length. speech-to-text-software.

Content Methodology Delivery of Instruction

• No adaptation is needed • Visuals • Text-to-Speech Software

for Pedro
• Recorded Text • Speech-to-Text Software
• Content adaptation should
be considered after ad- • Teaching tier II (academic) • Predictive Text Software
aptation of methodology and tier III (content)
and/or delivery of instruc- vocabulary • Graphic Organizers
tion have been adapted (Frayer Model) kept in
and only with the inclusion a journal for vocabulary
of accommodations words and main ideas

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PLANNING FOR SPECIALLY DESIGNED INSTRUCTION
The following academic and functional areas have suggestions of SDI that a special education teacher, related service
provider, or intervention specialist might provide the student and corresponding accommodations or supplementary
aids that might also be necessary to provide the student what s/he needs to be successful.

Academics
Reading
SDI What the Student Needs
What the Teacher Does (Supplementary Aids and Services)
■■ Instruction on visual/auditory strategies including ■■ Graphic Organizers
letter/sound knowledge, phonemic awareness, ■■ Prompting and cueing
decoding ■■ Recorded materials
■■ Instruction on visual strategies including word ■■ Accessible Educational Materials (AEM)
recognition and visual memory for sight words ■■ Oral/visual presentation of materials above
■■ Instruction on auditory strategies including language independent reading level
structure at the word, sentence, and text level ■■ Extended time
■■ Instruction on fluency strategies student can use ■■ Highlighted material
when reading independently ■■ Colored overlays
■■ Direct instruction in portable note-taking services ■■ Photocopied materials on preferred colored paper
(i.e. VoiceNote) ■■ Tracking guides (allows students to follow along
■■ Direct instruction in accessing AEM and read with the rest of class without getting lost.
■■ Instruction in identifying and pronouncing words and It isolates and highlights one line at a time from the
reading fluently orally including page the child is reading)
■■ using context clues; visual word recognition ■■ Type N’ Speak (portable electronic notetaker with
strategies; word analysis strategies such as prefixes, voice output designed to enable persons who are
suffixes, compound words and word derivations; text blind or have low vision to hear what they have
management strategies such as identifying word typed spoken back to them in digitized speech.
families, chunking, point and slide, looking for known ■■ Manipulatives (i.e. letter tiles, flash cards, etc.)
words inside words ■■ Slantboard
■■ Magnifier
■■ Copy of notes

Reading Comprehension
SDI What the Student Needs
What the Teacher Does (Supplementary Aids and Services)
■■ Instruction in how to use graphic organizers ■■ Audio Books
■■ Modeling of… ■■ Recorded material
■■ Instruction in “Cloze” procedures ■■ Accessible Educational Materials (AEM)
■■ Instruction of Mnemonic strategies ■■ Highlighting
■■ Pre-teaching concepts/vocabulary ■■ Oral/Visual presentation of materials above
■■ Instruction in how to use KWL Strategy when reading independent reading level
■■ Instruction in verbal summarization ■■ Story strips
■■ Instruction on using open-ended stories ■■ Visual prompts
■■ Instruction in how to use question, answer, response
strategy
■■ Instruction in choral reading
■■ Instruction in paired reading
■■ Instruction in echo reading
■■ Instruction using story mapping
■■ Modeling think aloud strategies
■■ Direct instruction in: monitoring for meaning,
determining importance synthesizing, questioning,
and inferring

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Written Language
SDI What the Student Needs
What the Teacher Does (Supplementary Aids and Services)
■■ Direct instruction in graphic organizers ■■ Text-to-speech software
■■ Modeling of… ■■ Cue cards (i.e. definitions, examples, story starters,
■■ Small group instruction in writing process etc.)
■■ Direct instruction/re-teaching in the writing process ■■ Graphic organizers
including; prewriting activities, writing, revising ■■ Rubrics (possibly different the rubric provided to the
editing, and publishing rest of the students)
■■ Direct instruction in open-response writing, writing ■■ Editing checklists
on demand, personal writing, literacy writing, ■■ Copy of class notes
reflective writing, etc. ■■ Raised line paper
■■ Pencil grips

Math Calculation and Reasoning

SDI What the Student Needs
What the Teacher Does (Supplementary Aids and Services)
■■ Multi-sensory teaching strategies (tapping into ■■ Cue cards with problem-solving strategies, mod-
more than one learning modality) els, definitions, examples, flow chart, process
■■ Modeling of… steps
■■ Direct instruction in computation and reasoning ■■ Small group instruction
strategies, word problem strategies ■■ Graph paper
■■ Direct instruction in use of a calculator ■■ Manipulatives
■■ Tactile graphs
■■ Calculator
■■ Number line

Communication
Articulation/Phonology
SDI What the Student May Need
What the Teacher Does (Supplementary Aids and Services)
■■ Modeling of… ■■ Time delay
■■ Oral motor exercises with feedback ■■ Tactile cues
■■ Repetitive drills/trials of…. ■■ Visual cues
■■ Guided rehearsal of… ■■ Kinesthetic cues
■■ Discrete phoneme production training ■■ Extended response time
■■ Instruction in using oral prompts ■■ Correct speech samples
■■ Verbal cues for correct speech sounds
■■ Modeling of correct speech patterns when stu-
dent makes incorrect speech patterns
■■ Oral prompts
■■ Vocabulary cue cards
■■ Color coded key words

Expressive Language/Oral Expression

SDI What the Student May Need
What the Teacher Does (Supplementary Aids and Services)

■■ Instruction in how to respond to verbal prompts ■■ Verbal prompts

■■ Instruction in how to respond to cue cards ■■ Cue cards
■■ Instruction in how to respond to visual prompts ■■ Visual prompts
■■ Guided repetitions ■■ Recorded materials
■■ Guided rehearsal, use of scripts ■■ Directions in multiple forms (i.e., restate, rephrase)
■■ Modeling of responses to verbal and visual prompts ■■ Oral reading on volunteer or organizing with the
and cue cards student in advance when s/he will read
■■ Instruction in conversational skills (i.e., initiating, ■■ Rehearsal, use of scripts
maintaining, ending) ■■ Alternative assessments in place of oral projects (i.e.
■■ Word retrieval drills displays, written)
■■ Questioning techniques

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Fluency
SDI What the Student May Need
What the Teacher Does (Supplementary Aids and Services)

■■ Modeling of fluent language ■■ Extended response time

■■ How to use phrase or sentence starters for spoken ■■ Opportunity to speak first in oral group situations
and written communication ■■ Individual instead of group presentations
■■ Instruction on maintaining eye contact ■■ Relaxation strategies
■■ Instruction using choral responses ■■ Self-monitoring
■■ Instruction using reading responses
■■ Instruction of relaxation strategies

Voice
SDI What the Student May Need
What the Teacher Does (Supplementary Aids and Services)

■■ Modeling of…. ■■ Self-monitoring checklists

■■ Social skills instruction ■■ Calming strategies cues
■■ Teaching the student calming strategies ■■ Variety of questioning techniques
■■ Instruction in self-monitoring strategies
■■ Instruction on visualization techniques
■■ Oral motor prevention (exercises in teaching cheeks,
jaw, and tongue to move in the right way for the child
to learn to swallow, chew and speak)

Listening Comprehension
SDI What the Student May Need
What the Teacher Does (Supplementary Aids and Services)
■■ Direct instruction in listening strategies ■■ Repeated directions
■■ Models listening and metacognition ■■ Frequent comprehension checks
■■ Provides written prompts or directions and teaches ■■ Visual prompts
student how to follow along or identify key words ■■ Alternative note-taking
■■ Preview-Teach-Review ■■ Extended processing time (time to take in informa-
■■ Alternative note-taking tion, make sense of it, and begin to respond)
■■ Teaches how to use and/or create graphic Organiz- ■■ Paraphrasing, re-phrasing, and summarizing
ers ■■ Extended time
■■ Pre-teach critical information and/or vocabulary ■■ Previewing questions
■■ Digitized materials
■■ Highlighting key words
■■ Listening guides

Receptive Language
SDI What the Student May Need
What the Teacher Does (Supplementary Aids and Services)
■■ Instruction in using visual, written, picture prompts ■■ Repetition of directions
and cues ■■ Directions simplified
■■ Modeling of… ■■ Visual cues
■■ Instruction in how to respond to verbal cues ■■ Paraphrasing and rephrasing
■■ Instruction of core vocabulary with cue cards ■■ Visual prompts
■■ Instruction in using visualization ■■ Concrete to abstract representations
■■ Instruction in using verbal rehearsal ■■ Picture schedule
■■ Direct instruction of…. ■■ Picture cues
■■ Verbal repetition of… ■■ Tactual cues
■■ Instruction of mnemonic strategies ■■ Object to picture schedule
■■ Pre-teach critical information (teach difficult/un- ■■ Calendar/routine system
known language and structures prior to commencing ■■ Sentence strips
a reading/listening activity) ■■ Gradually building task complexity
■■ Instruction in how to make inferences and predica- ■■ Teacher wait time
tions
■■ Instruction in how to draw conclusions and make
generalizations

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Pragmatics
SDI What the student May Need
What the Teacher Does (Supplementary Aids and Services)
■■ Instruction using social scripting ■■ Role playing
■■ Instruction using social stories ■■ Monitoring and quick feedback
■■ Instruction using written prompts ■■ Peer buddy/monitor
■■ Modeling of… ■■ Opportunities for turn-taking, initiating/terminating
■■ Instruction in how to respond to verbal prompting conversation, commenting, and asking questions
■■ Guided response protocols
■■ Role playing
■■ Instruction in conversational turn-taking, initiating/
terminating conversation, commenting, and asking
questions
■■ Instruction in relevant emotion/feeling words

Non-Verbal
SDI What the Student May Need
What the Teacher Does (Supplementary Aids and Services)

■■ Introduces and teaches student visual, written, ver- ■■ Visual, written, tactual, verbal, physical, picture
bal, physical, picture prompts and cues prompts and cue
■■ Teaches student how to use cue cards ■■ Hand under hand vs hand over hand physical guid-
■■ Teaches a system of prompts ance/exploration
■■ Computer assisted instruction ■■ Communication systems
■■ Teaches how to attend to the speaker
■■ Switch activated devices
■■ Augmentative communication devices
■■ Communication boards
■■ Picture based communication
■■ Establishing and maintaining eye contact

Classroom Routines
Task Completion/On Task Behavior
SDI What the Student Needs
What the Teacher Does (Supplementary Aids and Services)
■■ Modeling of… ■■ Use of timer
■■ Instruction in how to use self-talk for (give examples) ■■ Rubrics
■■ Instruction in how to self-monitor/evaluate ■■ Redirection
■■ Instruction in student task analysis ■■ Behavior contract
■■ Previewing assignments

Following Directions
SDI What the Student Needs
What the Teacher Does (Supplementary Aids and Services)
■■ Instruction in self-monitoring strategies ■■ Increased wait time
■■ Instruction of role playing ■■ Verbal prompts and cues
■■ Modeling of… ■■ Alternate modes for directions including pictures,
■■ Instruction on how to use self-talk photos, etc.
■■ Contracts for…
■■ Visual supports
■■ Clarification of directions
■■ Directions simplified

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LESSON PLANNING TOOL
Classroom Specially Designed Instruction Summary
The example specially designed instruction summary lesson planning tool aids in supporting educators with
embedding specially designed instruction into lesson plans. This document is an optional tool for teachers
to use in creating specially designed instruction for students. This resource can guide planning while
considering multiple influences that impact individual student learning and the development of lessons.
The example planning tool provided contains the following categories for each student who requires
specially designed instruction:
Strengths
What are the student’s strengths? What does the student excel in?

Needs
What challenges exist for the student?

Environment
How does the physical environment affect the student? Is the time allotted for learning, task completion, or
testing appropriate for the student?

Materials
What materials does the student need in order to be successful? Does the student require Educational
Materials? Has the student provided instruction on the use of these materials?

How is the instruction adapted?

How is the teacher going to adapt the way the instruction is delivered to the student? Is there additional
instruction provided to the student?

How is the content adapted?

Visit this component of the example planning tool last. All students should have access to the same
rigorous general education curriculum and therefore the methodology and instruction should always be
adapted before the content. Adapt content for a small percentage of students.

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Classroom Specially Designed Instruction Summary
Student Student A Student B Student C Student D Student E

Strengths

Needs

Environment

Materials

How instruction
is adapted

How content is
adapted

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Classroom Specially Designed Instruction Summary
Student Jose Brian Samantha Marquis Jackie

Strengths • Visual leaner • Hands-on • Visual Learner • Strong visual • Hands-on

• Hands-on learner • Hands-on leaner learner
learner • Math skills on learner • Works well with • Reading above
grade level • Appropriate peers grade level
• Auditory learner verbal skills
Needs • Reading 3 • Reading comp • Reading Comp • Struggles with • Easily distract-
years below 4 years below 2 years below multi-step direc- ed
grade level grade level grade level tions and word • Disorganized
• Slow auditory • Reading com- • Reading com- problems writing
processing prehension skill prehension skill • Struggles • Disorganized
• Low verbal instruction instruction getting ideas on • Reteach skills
skills • Writing skill • Writing is physi- paper from lesson
• Reading com- instruction cally labored • Writing skill • Strategic
prehension instruction instruction on
skills instruction organization
Environment • Minimal distrac- • Extended time • Extended time • Extended time • Minimal distrac-
tions for all activities for all activities for math and tions
• Extended time extended re- • Group in small-
for all activities sponse assign- er groups
ments • Proximity
Materials • Agenda for • Speech-to- • Speech-to- • Graphic orga- • Copy of notes
assignments text software text software nizers • Graphic orga-
• Notes provided for extended for responses • Calculator nizers
• iPad for reading responses longer than 4
• Highlighting key • Bookshare sentences
ideas • Graphic orga- • Slant board
nizers
• Highlight key
ideas
How instruction • Directions sim- • Frequent • Directions • Direct instruc- • Instruction in
is adapted plified checks for un- simplified and tion in use of a how to use self-
• Pre-teaching derstanding written calculator talk strategies
skills • Small group in- • Frequent • Instruction in • Instruction
• Chunking into struction in the checks for un- how to use in how to
smaller parts writing process derstanding graphic orga- self-monitor/
• Instruction in nizers evaluate
using story • Steps of • Instruction in
mapping multistep word student task
problems are analysis (allows
bulleted the student
• Creating a to work on
formula for the task one
deconstructing part at a time
word problems instead of trying
to master the
whole task at
once)
• Direct instruc-
tion in graphic
organizers

How content is • Reading pas- • NONE • NONE • NONE • NONE

adapted sages short-
ened *

*Please note that the content was adapted for only ONE student

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REFERENCES
Exceptional Children Services Kentucky Special Education cooperatives. (2003, August). IEP and Lesson
Plan Development Book of Specially Designed Instruction and Supplementary Aids and Services. Retrieved
from Exceptional Children Services Website http://www.grrec.ky.gov/CaveWeb/pdf_forms/SDI%20SAS.
pdf
Center on Instruction. (2012). Designing and Delivering Intensive Interventions- A Teacher’s Toolkit.
Retrieved from Center on Instruction Website.
http://centeroninstruction.org/files/Designing%20%26%20Delivering%20Intensive%20Interventions%20
Toolkit.pdf

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Carmen Fariña, Chancellor