1. Pennsylvania Training and Technical Assistance Network Standards Aligned Individualized Education Programs Specially Designed Instruction

2. PaTTAN’s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. 2

3. PDE’s Commitment to Least Restrictive Environment (LRE) Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment. 3

4. Standards Aligned System Standards-Aligned IEPs Standards Aligned Assessment Present Levels of Academic Achievement and Functional Performance Standards Aligned MAGs Specially Designed Instruction Progress Monitoring 4

5. 5 Program Modifications and Specially Designed Instruction Standards and Anchors: The WHAT of education for all students Specially Designed Instruction: The HOW of education for students with disabilities 5

6. 6 Program Modifications and Specially Designed Instruction SDI is based on identified student needs. SDI connects to the goal, which comes from needs identified in present levels, which comes from assessment. Standards Aligned Assessment Present Levels of Academic Achievement and Functional Performance Standards Aligned MAGs Specially Designed Instruction Progress Monitoring 6

7. 7 The “What” of SDI Specially designed instruction means adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction— 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 within the jurisdiction of the public agency that apply to all children. SDI may involve any aspect of the student’s instruction, including materials, techniques, assessments, and activities. 7

8. 8 Anywhere inside or outside the school… In any classroom… By all teachers… As stipulated in the IEP Where is SDI Implemented? 8

9. What is AT? Assistive Technology Devices Services Purpose is to improve functional capabilities of the child with a disability 9

10. AT in the IEP Process 10 Consideration of special factors –Results of AT Assessment Discussion throughout IEP –Present Levels of Academic and Functional Performance –Measurable Annual Goals –Supplementary Aids and Services –Specially Designed Instruction –Transition planning –Related Services

11. What is AIM? Accessible Instructional Materials Specialized formats of curricular content Textbook/other core instructional materials in braille, audio, digital, or enlarged print format 11

12. IEP Team Responsibilities Determine need for instructional materials in specialized formats Select appropriate specialized formats Identify textbooks, related core materials, and other print materials needed Identify any assistive technology, training, and supports needed Determine and document eligibility 12

13. AIM in IEP Process Discussion throughout IEP –Present Levels of Academic and Functional Performance –Measurable Annual Goals (condition) –Supplementary Aids and Services –Specially Designed Instruction –Transition Planning –Supports for School Personnel 13

14. 14 SDI for Assessment and Instruction Assessment accommodations on IEP should be those used routinely by the student. For PSSA and PSSA-M, see Accommodations GuidelinesAccommodations Guidelines  “Directions for all assignments and assessments may be read aloud or clarified”.  “Additional spacing provided for writing on worksheets and assessments.”  “Use of word processor for tasks requiring written responses more than 2 sentences in length. Spell checker/grammar disabled for writing assessments. ”  “Use of highlighter, graphic organizers for reading assignments in all classes.”  Allow highlighting, marking answers on the actual test form.” 14

15. 15 SDI Through the Lens of UDL Physical objects and spatial models to convey perspective or interaction Key concepts presented in illustrations or diagrams Provision of content area textbooks or literature selections in audio/digital format. Embed support for vocabulary and symbols within the text Text equivalents in the form of captions or automated speech- to-text Highlight or emphasize key elements in text, graphics, diagrams, formulas See UDL Guidelines Handout 15

16. SDI Through the Lens of UDL Provide alternatives for physically responding or indicating selections among alternatives Provide alternatives writing tools (word processing, word prediction, text-to-speech spellcheck, grammar check) Composing in multiple media: text, speech drawing, illustration, physical manipulatives, film or video, multimedia (Web designs,, comic strips) music, visual art, sculpture Provide differentiated models, mentors, scaffolds, feedback Templates that guide self-reflection on quality and completeness Differentiated models of self-assessment strategies See UDL Guidelines Handout 16

17. SDI Through the Lens of UDL Vary the level of novelty or risk. sensory stimulation social demands required for learning or performance Provide tasks that allow for active participation, exploration and experimentation Persistent display, concrete or symbolic, of goal Division of long-term goals into short-term objectives Use of hand-held or computer-based scheduling tools with reminders Prompts or scaffolds for visualizing desired outcome See UDL Guidelines Handout 17

18. Non-examples “Small group instruction” listed without any clarifiers. “One-on-one instruction” listed without any clarifiers. “Materials as Appropriate” needs clarification. “Student responsible”: SDI is the responsibility of regular and special education teachers to implement. “Paraprofessional will assist with computer program” is too general; just what will the assistant do? “Preferential seating” is too general; where and why is it necessary? “Score no less than a ‘C’ ”; specially designed instruction should state what the student needs and is expected to do. Paraeducator as scribe/reader for all reading/writing tasks. 18

19. SDI Considerations - IEPs  Does the SDI item relate directly to assessment information on the student?  Can another adult read the SDI item and understand what to do?  Does the SDI item include “brand names?”  Does the SDI item define “who” is going to implement it, and how often a day or week it will be implemented?  Is it possible to measure the effectiveness of the SDI?  Is “As needed” or “Requested by student” used? 19

20. Small Group Work 1.Form groups of 3-5 people 2.Develop at least 3 SDI for David 3.Remember to refer to David’s “Present Levels” and “SA Goals” 4.Refer to resources when creating the SDI 5.Be prepared to share one with whole group See David’s Present Levels of Academic Achievement Handout 20

21. Small Group Work 1.Form groups of 3-5 people 2.Develop at least 3 SDI for Mary 3.Remember to refer to Mary’s “Present Levels” and “SA Goals” 4.Refer to resources when creating the SDI 5.Be prepared to share one with whole group See Mary’s Present Levels of Academic Achievement Handout 21

22. Additional questions for your group Which SDI support Mary’s reading goals? Which SDI support Mary’s math goals? Are there SDI that support both? What SDI support Mary’s achievement in other content areas (e.g. Social Studies, Science)? 22

23. SDI for David Digital/audio versions of social studies and science text books. Access to online (auditory) glossary in content area texts Instruction in use of outlining/concept mapping software Teacher-made graphic organizers and templates for organizing information prior to each unit Checklists and guides for note-taking Access to word processor in class for writing assignments greater than one paragraph in length Use of graphic organizers (partially completed initially, then fade) Graphic representations of word problem types/use of templates Use of rubrics to guide written responses to problems Pre teaching related to describing and generalizing patterns 23

24. SDI for Mary Social studies and science text books with text modified using picture communication software. Highlight key vocabulary and relevant details in content areas texts Provide audio text or text to speech software with peer support Visual story map or detail template to support comprehension and sequencing. Chunking text into manageable sections for instruction Provide template/timeline to structure completion of activities Use of manipulatives Use of response boards and calculator Graphic representations of word problem types/use of templates Use of rubrics to guide written responses to problems Pre-teaching related to describing and generalizing patterns 24

25. 25 SDI on the IEP you wrote… Read the SDI on the IEP you wrote and reflect on the items state below…  Does the SDI item relate directly to assessment information on the student?  Can another adult read the SDI item and have a reasonable idea of what to do with the student?  Does the SDI item include brand names? (there should be no mention of brand name approached in the IEP)  Does the SDI item define “who” is going to implement it, and how often a day or week will it be implemented?  Is the SDI specific enough?  Is it possible to measure the effectiveness of the SDI item?  Is “As Needed” or “Request by student “ used? (The school must delineate according to specific student needs) 25

26. Your perspective… Are we able to measure the effectiveness of a student’s SDI? How? 26