Service Summary
SPECIALLY DESIGNED INSTRUCTION (SDI):PowerPoint Specially Designed Instruction
Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction-- (i) To address the unique needs of the child that result from the child's disability; and (ii) 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. CFR 300.39
Simply put, SDI is changing the content, methodology or delivery of instruction based on the individual student’s needs
May include: reading, writing, math, behavior, transition, social/emotional, and speech/language
Must be listed as a 1:1 alignment with the goal. Each goal must have a line listed for SDI and called the same name
RELATED SERVICES:
Includes transportation and such developmental, corrective and other supportive services as are required to assist a child with a disability to benefit from special education, and includes orientation and mobility services, speech language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation including therapeutic recreation, school health services and school nurse services, counseling services, including rehabilitation counseling services, social work services in school, parent counseling and training, school health services and medical services for diagnostic or evaluation purposes, and includes early identification and assessment of disabling conditions in children.
For complete definition of each of the above related services, see CFR 300.34
SUPPLEMENTARY AIDS/SERVICES; ACCOMMODATIONS:
“Supplementary aids and services” means aids, services and other supports that are provided in regular education classes or other education-related settings and in extracurricular and nonacademic settings to enable children with disabilities to be educated with children without disabilities to the maximum extent appropriate. CFR 300.42
Accommodations are devices, practices, interventions, or procedures provided to a student with a disability that affords equal access to instruction and assessment; Accommodations do not change the learning expectations, construct, grade-level standard, and/or measured outcome.
An assistive device or service, including the teaching of the device to the student, may go in this section The aid or service should be specific and replicable; simply writing “Assistive Technology” is not sufficient
Presentation accommodations allow a student to:
Listen to audio recordings instead of reading text
Learn content from audiobooks, movies, videos and digital media instead of reading print versions
Work with fewer items per page or line and/or materials in a larger print size
Have a designated reader
Hear instructions orally
Record a lesson, instead of taking notes
Have another student share class notes with him
Be given an outline of a lesson
Use visual presentations of verbal material, such as word webs and visual organizers
Be given a written list of instructions
Response accommodations allow a student to:
Give responses in a form (oral or written) that’s easier for him
Dictate answers to a scribe
Capture responses on an audio recorder
Use a spelling dictionary or electronic spell-checker
Use a word processor to type notes or give responses in class
Use a calculator or table of “math facts”
Setting accommodations allow a student to:
Work or take a test in a different setting, such as a quiet room with few distractions
Sit where he learns best (for example, near the teacher)
Use special lighting or acoustics
Take a test in small group setting
Use sensory tools such as an exercise band that can be looped around a chair’s legs (so fidgety kids can kick it and quietly get their energy out)
Timing accommodations allow a student to:
Take more time to complete a task or a test
Have extra time to process oral information and directions
Take frequent breaks, such as after completing a task
Scheduling accommodations allow a student to:
Take more time to complete a project
Take a test in several timed sessions or over several days
Take sections of a test in a different order
Take a test at a specific time of day
Organization skills accommodations allow a student to:
Use an alarm to help with time management
Mark texts with a highlighter
Have help coordinating assignments in a book or planner
Receive study skills instruction
SUPPLEMENTARY AIDS/SERVICES; MODIFICATIONS:
Modifications are also devices, practices, interventions, or procedures that afford equal access to instruction or assessment; Modifications change the learning expectations, construct, grade-level standard, and/or measured outcome.
Modifications are also devices, practices, interventions, or procedures that afford equal access to instruction or assessment; Modifications change the learning expectations, grade-level standard, and/or measured outcome
Assignment modifications allow a student to:
Complete fewer or different homework problems than peers
Write shorter papers
Answer fewer or different test questions
Create alternate projects or assignments
Curriculum modifications allow a student to:
Learn different material (such as continuing to work on multiplication while classmates move on to fractions)
Get graded or assessed using a different standard than the one for classmates
Be excused from particular projects
PROGRAM MODIFICATIONS/SUPPORTS FOR SCHOOL PERSONNEL:
It is the responsibility of the IEP team to determine what types of program modifications or supports are necessary to support staff and to specify these in the IEP
Examples may include: attending a conference or training related to the student’s needs, getting help from another staff member or administrative person, having an aide in the classroom, getting special equipment or teaching materials
Common supports such as “Consultation” and “Training” should be more clearly defined; WHO is consulting/training with WHOM, about WHAT
The following apply to all of the above sections:
AMOUNT/FREQUENCY:
This does not always need to be a number; it should be clearly understandable by the entire IEP team for implementation
“As needed”, “Upon teacher permission”, or “When appropriate” are not acceptable because each is a subjective interpretation of student need
When documenting amount/frequency consider the following question: “If you were handed this IEP and did not know the student, could you implement the service?”
Amount/Frequency should be based on actual time spent providing the service, and not on length of class periods or other scheduling factors
Amount/Frequency should be based on data as described in the Present Levels
ANTICIPATED LOCATION:
As much as possible, the location must be clear to the student, family, and IEP team where the service will be provided (general education, special education, self-contained, community, work-site, etc.);
In some circumstances it may be appropriate, based on individual student needs, to have a service identified as more than one location if it is explained in the present levels; for example, a team may identify location as “general education/special education” to allow flexibility in providing services with minimal disruption to the student’s participation in the general education classroom
START/END DATE:
Should include month, day, and year
Services may start on the day of the IEP meeting or at future date as determined by the IEP team
Services will likely end the day before the next annual IEP meeting is required, although may end at a sooner date as determined by the IEP team
PROVIDER:
The provider is the agency or entity providing the service
Typically the LEA is the provider for instruction and services; however, other examples of providers may be OSD, Regional, or ESD, depending on the service
ROLE RESPONSIBLE FOR MONITORING:
The team identifies the role of the staff member, not a specific person’s name (ex. special education teacher, general education teacher, speech language pathologist, teacher of the visually impaired, administrator, Occupational Therapist, autism consultant/specialist)
This staff is responsible for monitoring implementation of the service and progress on goals
The person responsible will vary depending on the service being provided, and should be determined by the IEP team (ex. consultation may be provided by a regional staff member, but the team may determine the special education teacher will be responsible for monitoring the implementation and progress on this service)