INTRODUCTION TO SPECIALLY DESIGNED INSTRUCTION

1 Carmen Fari a, ChancellorINTRODUCTION TO SPECIALLY DESIGNED INSTRUCTION Corinne Rello-Anselmi, Deputy ChancellorDivision of Specialized INSTRUCTION and Student SupportSpecial Education OF CONTENTSI ntroduction2 Overview of SPECIALLY DESIGNED Instruction3-5 Important Points 6 Implementing SPECIALLY DESIGNED INSTRUCTION in the Classroom7-9 SPECIALLY DESIGNED INSTRUCTION Mentions in the IEP10-15 Planning for SPECIALLY DESIGNED Instruction16-19 SPECIALLY DESIGNED INSTRUCTION Lesson Planning Tool20-21 Example of SPECIALLY DESIGNED INSTRUCTION Lesson Planning Tool22 References23 ABSTRACTThis 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 .

2 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).

3 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 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.

4 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 DESIGNED INSTRUCTION3 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 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.

5 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 , 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.

6 Although SDI is not an accommodation and/or modification, it may be provided to teach a student how to use an accommodation ( 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.

7 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 is SPECIALLY DESIGNED INSTRUCTION Delivered?

8 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:4 AdaptationExampleThe complexity of the taskChunking and/or modelingThe size of the taskShortened extended writing responseThe time allottedExtended timeThe pacePre-teaching, re-teaching, guided practiceThe environment Proximity, minimal distractions, group student in smaller groupsThe procedures and routinesVerbal prompts, cues, visual supportsThe resources and materialsiPad, speech-to-text software, Bookshare, copy of notes, graphic organizersThe application and demonstration of knowledgeFrequent checks for understanding, access to computer for extended responses, speech-to-text softwareThe purpose and appropriateness of the taskPersonalized rubric, aligned to annual goalsIndependence, participation, and motivationTimer.

9 Previewing assignments, behavior contract **An Accommodation itself is not considered SDI. Teaching the student how to use the accommodation is a form of 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 adjustedo 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 POINTS SDI is what a teacher does to deliver information to the student that is different from what other students received.

10 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.