Pennsylvania Training and Technical Assistance Network

Standards Aligned Individualized Education Programs

Specially Designed

Instruction

PaTTAN’s Mission

The mission of the Pennsylvania Training and Technical Assistance

Network (PaTTAN) is to support the efforts and initiatives of the

Bureau of Special Education, and to build the capacity of local

educational agencies to serve students who receive special

education services.

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PDE’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary

Aids and Services before considering a more restrictive environment.

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Standards Aligned System Standards-Aligned IEPs

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5Program Modifications and Specially

Designed Instruction

Standards and Anchors: The WHAT of education for all students

Specially Designed Instruction: The HOW of education for students

with disabilities

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6Program Modifications and Specially Designed Instruction

SDI is based on identified student needs.

SDI connects to the goal, which comes from needs identified in present levels, which comes from

assessment. 6

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The “What” of SDI

Specially designed instruction means adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction—

• To address the unique needs of the child that result from the child’s disability; and

• To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.

 SDI may involve any aspect of the student’s instruction, including materials, techniques,

assessments, and activities. 7

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• Anywhere inside or outside the school…

• In any classroom…

• By all teachers…

As stipulated in the IEP

Where is SDI Implemented?

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What is AT?

Assistive Technology•Devices •Services

Purpose is to improve functional capabilities of the child with a disability

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AT in the IEP Process

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• Consideration of special factors– Results of AT Assessment

• Discussion throughout IEP– Present Levels of Academic and

Functional Performance– Measurable Annual Goals– Supplementary Aids and Services– Specially Designed Instruction– Transition planning– Related Services

What is AIM?

Accessible Instructional Materials•Specialized formats of curricular content•Textbook/other core instructional materials in braille, audio, digital, or enlarged print format

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IEP Team Responsibilities

• Determine need for instructional materials in specialized formats

• Select appropriate specialized formats• Identify textbooks, related core

materials, and other print materials needed

• Identify any assistive technology, training, and supports needed

• Determine and document eligibility12

AIM in IEP Process

Discussion throughout IEP–Present Levels of Academic and Functional Performance–Measurable Annual Goals (condition)–Supplementary Aids and Services–Specially Designed Instruction–Transition Planning–Supports for School Personnel

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SDI for Assessment and Instruction

• Assessment accommodations on IEP should be those used routinely by the student.

• For PSSA and PSSA-M, see Accommodations Guidelines

“Directions for all assignments and assessments may be read aloud or clarified”.

“Additional spacing provided for writing on worksheets and assessments.”

“Use of word processor for tasks requiring written responses more than 2 sentences in length. Spell checker/grammar disabled for writing assessments. ”

“Use of highlighter, graphic organizers for reading assignments in all classes.”

Allow highlighting, marking answers on the actual test form.”

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SDI Through the Lens of UDL

• Physical objects and spatial models to convey perspective or interaction

• Key concepts presented in illustrations or diagrams• Provision of content area textbooks or literature

selections in audio/digital format.• Embed support for vocabulary and symbols within

the text • Text equivalents in the form of captions or

automated speech-to-text • Highlight or emphasize key elements in text,

graphics, diagrams, formulas

See UDL Guidelines Handout15

SDI Through the Lens of UDL

• Provide alternatives for physically responding or indicating selections among alternatives

• Provide alternatives writing tools (word processing, word prediction, text-to-speech spellcheck, grammar check)

• Composing in multiple media: text, speech drawing, illustration, physical manipulatives, film or video, multimedia (Web designs,, comic strips) music, visual art, sculpture

• Provide differentiated models, mentors, scaffolds, feedback

• Templates that guide self-reflection on quality and completeness

• Differentiated models of self-assessment strategies See UDL Guidelines Handout 16

SDI Through the Lens of UDL

• Vary the level of novelty or risk. sensory stimulation social demands required for learning or performance

• Provide tasks that allow for active participation, exploration and experimentation

• Persistent display, concrete or symbolic, of goal • Division of long-term goals into short-term

objectives • Use of hand-held or computer-based scheduling

tools with reminders • Prompts or scaffolds for visualizing desired

outcome

See UDL Guidelines Handout

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Non-examples

• “Small group instruction” listed without any clarifiers.• “One-on-one instruction” listed without any clarifiers.• “Materials as Appropriate” needs clarification.• “Student responsible”: SDI is the responsibility of

regular and special education teachers to implement.• “Paraprofessional will assist with computer program”

is too general; just what will the assistant do?• “Preferential seating” is too general; where and why

is it necessary?• “Score no less than a ‘C’ ”; specially designed

instruction should state what the student needs and is expected to do.

• Paraeducator as scribe/reader for all reading/writing tasks.

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SDI Considerations - IEPs

Does the SDI item relate directly to assessment information on the student?

Can another adult read the SDI item and understand what to do?

Does the SDI item include “brand names?” Does the SDI item define “who” is going to

implement it, and how often a day or week it will be implemented?

Is it possible to measure the effectiveness of the SDI?

Is “As needed” or “Requested by student” used?

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Small Group Work

1. Form groups of 3-5 people

2. Develop at least 3 SDI for David

3. Remember to refer to David’s “Present Levels” and “SA Goals”

4. Refer to resources when creating the SDI

5. Be prepared to share one with whole group

See David’s Present Levels of Academic Achievement Handout 20

Small Group Work

1. Form groups of 3-5 people

2. Develop at least 3 SDI for Mary

3. Remember to refer to Mary’s “Present Levels” and “SA Goals”

4. Refer to resources when creating the SDI

5. Be prepared to share one with whole group

See Mary’s Present Levels of Academic Achievement Handout 21

Additional questions for your group

• Which SDI support Mary’s reading goals?

• Which SDI support Mary’s math goals?

• Are there SDI that support both?• What SDI support Mary’s

achievement in other content areas (e.g. Social Studies, Science)?

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SDI for David

• Digital/audio versions of social studies and science text books.

• Access to online (auditory) glossary in content area texts

• Instruction in use of outlining/concept mapping software• Teacher-made graphic organizers and templates for

organizing information prior to each unit• Checklists and guides for note-taking • Access to word processor in class for writing

assignments greater than one paragraph in length• Use of graphic organizers (partially completed initially,

then fade)• Graphic representations of word problem types/use of

templates• Use of rubrics to guide written responses to problems• Pre teaching related to describing and generalizing

patterns23

SDI for Mary• Social studies and science text books with text modified

using picture communication software. • Highlight key vocabulary and relevant details in content

areas texts • Provide audio text or text to speech software with peer

support • Visual story map or detail template to support

comprehension and sequencing. • Chunking text into manageable sections for instruction• Provide template/timeline to structure completion of

activities• Use of manipulatives • Use of response boards and calculator• Graphic representations of word problem types/use of

templates• Use of rubrics to guide written responses to problems• Pre-teaching related to describing and generalizing

patterns

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SDI on the IEP you wrote…

Read the SDI on the IEP you wrote and reflect on the items state below…

Does the SDI item relate directly to assessment information on the student?

Can another adult read the SDI item and have a reasonable idea of what to do with the student?

Does the SDI item include brand names? (there should be no mention of brand name approached in the IEP)

Does the SDI item define “who” is going to implement it, and how often a day or week will it be implemented?

Is the SDI specific enough? Is it possible to measure the effectiveness of the SDI item? Is “As Needed” or “Request by student “ used? (The school

must delineate according to specific student needs) 25

Your perspective…

Are we able to measure the effectiveness of a student’s SDI? How?

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