Embedding Specially Designed Instruction into Lessons Aligned to the Common Core Sharon Melfi smelfi@scsd.us NYS Statewide Meeting 2014 Presented by Valerie Cole, Patricia Horton, Kecia Nicholson Adapted by Sharon A. Melfi for SCSD

Objective Explain the role of special education in the planning and delivery of SDI within the Common Core

Common Core and Special Education

Example of Differentiated Instruction within the module

Specially Designed Instruction(SDI)

Classroom SDI Summary sheet Classroom Specially Designed Instruction (SDI) Summary Student Name Strengths   Needs Environment Materials How learning is measured Content Instruction Looking at barriers

How do teachers Specially Design Instruction? Scaffolding Modifications Accommodations Assistive Technology

Specially Designing Instruction Lyle Activity Specially Designed instruction is intentionally and purposefully planning instruction aligned to meet student needs.  In order to effectively do this, teachers must first identify any existing barriers to access, participation and progress in general education.  Once those have been identified, potential solutions including accommodations, modifications, specialized equipment, assistive technology, strategy instruction and/or other supports services, or locations is necessary ‘Think Aloud’ using Lyle the Monkey as an example. Lyle was very easily distracted by environmental factors such as birds, wind and other animals.  Lyle had weak physical stamina and fatigues easily making it difficult for him to complete tasks independently and in a timely manner.  This beginning step in planning specially designed instruction with teachers.  At your table what SDI does Lyle need to be successful? Take a minute chose an animal for your table- what is their barrier to overcome and the possible SDI they may need.

Lesson Plan Template

Explicit Core Instruction Specially Designed Instruction Examples of SDI Explicit Core Instruction Specially Designed Instruction Introduction-Objective Read the objective to students. Students will restate objective. Sheldon – have students read chorally & then have them read independently for reading fluency & comprehension Mark – put students in pairs to process what we’ll be doing for the day before restating Guided Practice Students will turn & talk to partner Chloe – needs picture cues to assist in conversational skills Independent Practice Students will write 3 numbers in expanded, standard & written form. Brayden – graph paper for alignment Simon – Dragon Speak on iPad for written form Mary – graphic organizer with prompts for each number representation

The Lesson Planning Process

Objective Explain the role of special education in the planning and delivery of SDI within the Common Core