Specially Designed Instruction (SDI), Standards, and Accommodations

Definition

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

1. To address the unique needs of the child that result from the child’s disability; and
2. 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.

(Individualized with Disabilities Education Act (IDEA) Sec. 300.39(b),“(3))

What is Specially Designed Instruction?

• The content, methodology, or delivery of instruction provided to address academic and functional needs of students who are eligible for special education services and supports.
• Individualized or small group instruction based on evaluation data specific to student’s area of academic and/or functional performance need areas.
• Is in addition to core, universally designed, or high yield instruction provided to all
•  Is designed  to support the students’ access and progress in the general education curriculum.

Who Provides SDI?

• Most often delivered by a special educator or special services provider but may be delivered by a general educator, para-professional, or another provider in consultation and/or collaboration with special educator based on the needs of the student.

Where is SDI provided?

• SDI is a service, not a place. All students with disabilities are general education students first, meaning SDI can be provided in any location across the special education continuum. The location is consistent with the student’s IEP and the student’s least restrictive environment.
• SDI is not limited to a special education setting (e.g., a resource room or alternative placement) and the IEP team is responsible for deciding the setting(s) within the continuum that are appropriate for each student with a disability to access the general education curriculum.

Alternate Achievement Standards and Alternate Assessment Participation Guidelines

• Alternate Standards and Assessment Participation Guidelines Worksheet (PDF)
• Alternate Standards and Assessment Participation Guidelines Worksheet - Spanish (PDF)
• Companion - Participation Guidelines: Alternate Academic Achievement Standards for Instruction and Alternate Assessment (PDF)
• Companion document - Booklet form (Print landscape/double side/flip on short edge.  Both pages can be folded/stapled to make a 5" x 7" booklet)
• PowerPoint: Alternate Standards and Assessment Participation Guidelines, March 2016 

DLM Essential Elements and Instructional Resources

• Dynamic Learning Maps Essential Elements
  

Resources

• Accommodations Manual
• Extended Evidence Outcomes
• Instructional Unit Samples
• Instructional Unit Resources - Recorded Webinars and PowerPoints
• Writing Standards-Aligned ALPs and IEPs

Educator Resources

•    Dynamic Learning Maps ™
• Science and Social Studies

State Assessment

• Assessment Trainings
• Colorado Measures of Academic Success: Colorado Alternate for Science and Social Studies
  • CoAlt - Science and Social Studies Examiner's Manual
  • Science Frameworks
  • Social Studies Frameworks

2015-2016 Colorado Instructional Accommodations Manual: A Guide to the Selection and Implementation of Accommodations for Students with Disability

The Colorado Instructional Accommodations Manual provides guidance for IEP Teams and educators, presents a Five-Step Process for the selection and implementation of instructional accommodations. It offers tools and suggestions for using technology for students with a disability to best access instructional context.

Part 1: Instructional Accommodations

• Section I Guidance
• Section II Five-Step Process
• Section III Tools
  1. Considerations When Making Decisions for Instructional Accommodations - no changes from 2014-2015 version
  2. Student Characteristics
  3. Tables A-P: Instructional Accommodations Linked to Student Characteristics
     • Table A: Vision
     • Table B: Hearing
     • Table C: Fine Motor
     • Table D: Communication
     • Table E: Reading
     • Table F: Writing
     • Table G: Mathematics
     • Table H: Physical Motor
     • Table I: Attention Deficit
     • Table J: Auditory Processing
     • Table K: Setting/Environment
     • Table L: Timing and Scheduling
     • Table M: Brain Injury
     • Table N: Autism Spectrum Disorder
     • Table O: Executive Function
     • Table P: Specific Learning Disability
  4. ​Participation Guidelines: Alternate Academic Achievement Standards and Alternate Assessment Participation Guidelines Worksheet
  5. Participation Guidelines Worksheet Companion
  6. Participation Guidelines Worksheet - Booklet
  7. Decision-Making Graphic
  8. Flowchart Graphic - no changes from 2014-2015 version
  9. Assistive Technology Apps and Software
  10. Glossary of Instructional Accommodations
  11. Parent Input for Accommodations​
  12. Accommodations from the Student's Perspective
  13. Do's and Don'ts when Selecting Accommodation - no changes from 2014-2015 version
  14. Use of Scribe (Cherry Creek Schools)
  15. Accommodation Use in the Classroom - no changes from 2014-2015 version
  16. Evaluation of Accommodation Use Data Collection Sheet​
  17. After-Test Accommodations Interviews
  18. Infused Skills Grid (PEAK Resource)
  19. CCSS K-12 Technology Scope and Sequence (Long Beach Unified School District)
  20. Technology Skills Checklist, Kentucky Example
  21. Computer Literacy Guide Example
• Section IV: Technology
  1. Adapting Content with Technology

Accessing Statewide Assessments

• State Assessment Unit
• Assessment Trainings

Assessment Accommodations Manuals

• Colorado Measures of Academic Success: CoAlt Science and Social Studies

Instructional Shifts and Instructional Implications for Students with a Disability

• Overview of Instructional Shifts in ELA/Literacy and Mathematics: Achieve the Core (PDF)
  • Common Core Shifts for ELA/Literacy
    • Complexity: The standards require regular practice with complex text and its academic language
    • Evidence: The standards emphasize reading and writing grounded in evidence from text, both literary and informational
    • Knowledge: The Standards require building knowledge through content-rich non-fiction
• Achieve the Core.org

For more information, please contact: