Specially Designed Instruction & High Leverage Practices
What is Specially Designed Instruction (SDI) in Special Education?
"Specially designed instruction" means adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction: (34 CFR 300.39(b)(3))
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 that apply to all children within the jurisdiction of the local educational agency.
What are High Leverage Practices (HLP)?
“A set of practices that are fundamental to support…student learning, and that can be taught, learned and implemented by those entering the profession.”
Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012). Proposing a core set of
instructional practices and tools for teachers of science. Science Education, 96(5), 878-903.
What are High Leverage Practices for Special Education?
1. Collaborate with professionals to increase student success.
2. Organize and facilitate effective meetings with professionals and families.
3. Collaborate with families to support student learning and secure needed services.
4. Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.
5. Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs.
6. Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes.
7. Establish a consistent, organized, and respectful learning environment.
8. Provide positive and constructive feedback to guide students’ learning and behavior.
9. Teach social behaviors.
10. Conduct functional behavioral assessments to develop individual student behavior support plans.
11. Identify and prioritize long- and short-term learning goals.
12. Systematically design instruction toward a specific learning goal.
13. Adapt curriculum tasks and materials for specific learning goals.
14. Teach cognitive and metacognitive strategies to support learning and independence.
15. Provide scaffolded supports.
16. Use explicit instruction.
17. Use flexible grouping.
18. Use strategies to promote active student engagement.
19. Use assistive and instructional technologies.
20. Provide intensive instruction.
21. Teach students to maintain and generalize new learning across time and settings.
22. Provide positive and constructive feedback to guide students’ learning and behavior.