IEP SDI and SAS

Specially Designed Instruction

707 KAR 1:002 § 1 (58), 34 CFR 300.39 (b)(3)

707 KAR 1:320 § 5 (8), 34 CFR 300.320 (a)(4)

Specially Designed Instruction (SDI) in its simplest form is “what the teacher does” to instruct, assess, and re-teach the student.  The SDI describes what the teacher does, as appropriate, to adapt the content, the methodology, or the delivery of instruction.  SDI is based on peer-reviewed research to the extent possible. 

Specially Designed Instruction:

  • Explicit social skills instruction
  • Explicit instruction in word identification strategies
  • Explicit instruction in the use of a communication system
  • Strategy instruction for paragraph development

 

Supplementary Aids and Services

707 KAR 1:002 § 1 (61), 34 CFR 300.42

707 KAR 1:320 § 5 (8), 34 CFR 300.320 (a)(2)(4)

Supplementary Aids and Services (SAS) in its simplest form is “what the student needs” in order to advance appropriately toward attaining the goal(s) and be involved  and make progress in the general curriculum, to participate in extracurricular and other nonacademic activities, and be educated and participate with other students with and without disabilities. SAS includes strategies, aids, and services.  The decisions for SAS are supported by student performance data and are based on needs related to the disability in order to make progress toward annual goals. 

The ARC identifies the specific materials, resources, aids, strategies or services the student requires in the general education environment or other education related settings to gain access to the general curriculum, indicated by student performance data.  SAS are based on peer-reviewed research to the extent practicable.  Given the adverse effect, every student with a disability requires SAS.  This section may not be left blank.  “None needed” is not an acceptable response.

Statement of Supplementary Aids and Services, to be provided to the child or on behalf of the child:

  • Visual prompts
  • Previewing questions
  • Advanced organizers
  • Listening guides
  • Monitoring and explicit feedback
  • Access to communication system
  • Enlarged text

 

ACADEMICS

Basic Reading

Specially Designed Instruction (SDI)

What the “teacher does” through instructional practices

 

Supplementary Aids & Services (SAS)

What the student will use to access curriculum and make progress
  1. Grapho-Phonic strategies (visual/auditory) including letter/sound knowledge, phonemic awareness, decoding
  2. Visual strategies including word recognition and visual memory for words
  3. Auditory strategies including language structure at the word, sentence, and text level
  4. Fluency strategies
  5. Direct Braille code instruction
  6. Direct instruction in functions and use of portable note-taking device (i.e., BrailleNote, VoiceNote, Braille ‘n Speak)
  7. Meaning strategies including word meanings and associations and precision in word usage
  8. Instruction in identifying and pronouncing words and reading fluently orally including:
    • using content clues;
    • visual word recognition strategies including environmental print;
    • word analysis strategies such as prefixes, suffixes, compound words and word derivations;
    • text management strategies such as rereading/reading ahead, deep reading, skimming/scanning;
    • decoding strategies such as identifying word families, chunking, point & slide, looking for known words inside words;
    • cross check across systems (does the word make sense, sound like language, do the letters match the sounds) or ask another reader.
  1. Direct instruction on functions and use of low vision devices (assistive technology for near and distance viewing)
  1. Direct instruction in accessing alternate formats and associated technology
  1. Instruction in use of SAS: (name/document specific aid)
  1. Other:

 

 
      1. Graphic organizers
      2. Prompting and cueing
      3. Recorded materials
      4. Alternate electronic/digitized materials
      5. Oral/visual presentation of materials above independent reading level
      6. Extended time
      7. Large print (specified font size)
      8. Highlighted material
      9. Colored overlays for reading/glare reduction (specified color)
      10. Direct/indirect lighting
      11. Photocopied materials on preferred colored paper
      12. Tracking guides
      13. Typoscopes
      14. Braille
      15. Braille N’ Speak
      16. Refreshable Braille
      17. Type N’ Speak
      18. Manipulatives (i.e., letter tiles, flash cards, etc.)
      19. Access to technology (i.e., computer, software, voice-to-text software, etc.)
      20. Limit visual clutter/stimuli
      21. Slant board/stand
      22. Use of black marker ONLY on dry erase board
      23. Talking books
      24. Screen enlargement software
      25. Magnifier
      26. Monocular/Binocular
      27. Colored overlays for reading/glare reduction (specify color)
      28. Copy of notes written on the board
      29. Regular text along with large print texts for colored illustrations and maps
    2. Spelling dictionary or electronic spelling aid with speech capabilities
    3. Peer editing, or teacher assistance in the revision process
    4. Chance to correct identified spelling and grammar errors
    5. Books-on-tape or someone to make a recording or read the text aloud
    6. Card or frame to focus on the words and block out parts of the text
    7. Assistive devices that translate text to speech—reading pen, Kurzwiel reader, scanner with character recognition software
    8. Videotapes or movies that present the same information
    9. Interactive CDs or computer-assisted training with auditory and visual cues rather than written descriptions.

 

Students who are blind or visually impaired may need:

  1. Books-on-tape or large-print versions of text
  2. speaking computers with books on disk
  3. books and instructional materials in Braille
  4. class handouts and materials in an embossed format
  5. Special tilt-top desk or book stand to hold materials for easier reading
  6. Specialized equipment- optical enhancer, magnifier, tape recorder
  7. Directions and test items read aloud or on audiotape
  8. Repetition or paraphrasing of the directions
  9. Important words in the directions underlined or highlighted
  10. Text to speech technology to communicate directions
  1. Other:

 

 
Reading Comprehension

Specially Designed Instruction (SDI)

What the “teacher does” through instructional practices

 

Supplementary Aids & Services (SAS)

What the student will use to access curriculum
  1. Explicit Instruction in how to use graphic organizers
  2. Modeling
  3. Instruction in “Cloze” procedures
  4. Mnemonic strategies
  5. Instruction using advance organizers
  6. Instruction using visual prompts
  7. Pre-teaching concepts/vocabulary
  8. Strategy Instruction; for example,
  • LEARN strategy

List what you know

Explore what you want to know

Access information

Reflect on what you’re learning

Now make connections

  • KWL Strategy

List what you Know

Tell what you Want to know

Tell what you Learned

  1. Instruction in verbal summarization
  2. Instruction using open-ended stories
  3. QAR (Question, Answer, Response) strategy
  4. Instruction using choral reading
  5. Instruction using paired reading
  6. Instruction using echo reading
  7. Instruction using visual imagery
  8. Instruction using story mapping
  9. Modeling through Think aloud strategy
  10. Direct Instruction in: monitoring for meaning, determining importance, creating mental images, synthesizing, relating new to known, questioning, inferring
  1. Direct instruction and support for specialized software   and equipment
  2. Applying Braille reading (or use of low vision devices for literacy tasks) in authentic contexts
  3. Instruction in hand/finger skills, tactile discrimination/perception skills
  4. Integrated use of visual skills (e.g., scanning for information, reading charts, graphs, maps)
  1. Direct Braille code instruction
  2. Direct instruction in functions and use of portable note-taking device (e.g., BrailleNote, VoiceNote, Braille ‘n Speak)
  3. Direct Instruction on functions and use of low vision devices (assistive technology for near and distance viewing)
  1. Instruction in use of SAS: (name/document specific aid)
  1. Other:

 
  1. Recorded books with appropriate pacing
  2. Recorded materials
  3. Electronic/digitized materials
  4. Highlighting
  5. Large print materials/textbooks (specified font size)
  6. Standard text to accompany large print text for colored illustrations/maps
  7. Braille
  8. Refreshable Braille
  9. Braille N’ Speak
  10. Type N’ Speak
  11. Reader
  12. Paraphrasing
  13. Oral/visual presentation of materials above independent reading level
  14. Manipulatives (i.e., story strips, etc.)
  15. Advance organizers
  16. Tactual graphics
  17. Visual prompts
  18. Frequent rest breaks to reduce eye fatigue and strain
  19. Limit visual clutter/stimuli
  20. Slant board/stand
  21. Note-taking guides
  22. Study guides
  23. Highlighted study guides
      • Use of black marker ONLY on dry erase board
      • Talking books
      1. Screen enlargement software
      2. Magnifier
      3. Monocular/Binocular
      4. Colored overlays for reading/glare reduction (specify color)
      5. Copy of notes written on the board
  1. Regular text along with large print texts for colored illustrations and maps
  2.  Reading stand
  3. Sticky notes or highlighter to mark key points in the textbook or manual
  4. List of important vocabulary with definitions
  1. Demonstration of steps and procedures
  2. Study guide to follow for independent reading
  3. Complex information divided into chunks or sections
  4. Hands-on activities, visual aids, pictures, or diagrams to provide alternate ways of learning abstract concepts or complex information.
  5. Other:
 
Written Language

Specially Designed Instruction (SDI)

What the “teacher does” through instructional practices

 

Supplementary Aids & Services (SAS)

What the student will use to access curriculum
  1. Explicit instruction in graphic organizers
  2. Modeling Tactile kinesthetic tracing
  3. Guided Practice through Repetition
  4. Explicit Instruction using advance organizers
  5. Visual and physical prompts and cues
  6. Small group instruction in writing process
  7. Explicit structured approach to sentence writing
  8. Explicit Instruction in the writing process including: prewriting activities, writing, revising, editing, and publishing
  9. Direct instruction in idea development, structural patterns, sequencing, organization, standards of correctness, awareness of audience and purpose
  10. Direct instruction in open-response writing, writing-on-demand, transactive writing, personal writing, literary writing, reflective writing, and writing-to-learn (graphic organizers, journals, note-taking)
  11. Direct instruction in mechanics and usage of slate/stylus
  12. Direct Instruction in mechanics and use of Braillewriter/Note taking device
  13. Direct instruction in functions and use of magnification systems
  14. Direct instruction for keyboarding skills

 

  1. Instruction in use of SAS: (name/document specific aid)
  1. Other:

 

 
  1. Scribe (specify how and when a scribe will be used)
  2. Paraphrasing
  3. Assistive technology
  4. Advance organizers
  5. Cue cards (i.e., definitions, examples, story starters, picture prompts, etc.)
  6. Graphic organizers
  7. Journals, logs, notebooks
  8. Rubrics/scoring guides to guide
  9. Editing checklists
  10. Production of written pieces
  11. Mnemonic strategies
  12. Error monitoring, self-monitoring
  13. Modified tests and assignments
  14. Copies of overheads (notes, directions, organizers, etc.)
  15. Preferential seating
  16. Scribe for obscan sheets
  17. Write on the test itself instead of an answer sheet
  18. Webs, diagrams, or charts and outlines to plan and respond to open-ended or essay questions
  19. Highlighting
  20. Color coded direction words
  21. Student paraphrasing of directions
  22. Raised line paper
  23. Manipulatives (i.e., sentence strips, word cards, personal and classroom word banks, etc.)
  24. Tape recorder to talk into and write from
  1. Pencil grips
  2. Specialized writing utensils (20/20 pens, #1 Lead pencil, bold marker, slate/stylus, etc.)
  3. Specialized writing materials (Braillewriter, portable note taking device, signature/letter guide, typoscope, computer with screen reader/magnification software)
  4. Use of high contrasting marker on dry-erase board
  5. Limit visual clutter/stimuli
  1. Slant board/stand
  2. Retaking of tests
  3. Access to technology (i.e., computer, software, tape recorder, voice-to-text software)
  4. Bold line, raised line, Braille paper
  5. Signature guide
  6. Slate N Stylus
  7. Alternate demonstrations of knowledge and skills
  8. Other:

 

Math Calculation and Reasoning

Specially Designed Instruction (SDI)

What the “teacher does” through instructional practices

 

Supplementary Aids & Services (SAS)

What the student will use to access curriculum
  1. Multi-sensory teaching strategies
  2. Time delay
  3. Most to least prompts
  4. Modeling
  5. Direct instruction in computation and reasoning strategies, word problem strategies
  6. Direct Nemeth code Braille instruction
  7. Direct instruction in functions and use of Abacus
  8. Direct instruction in functions and use of accessible graphing calculator software
  9. Direct instruction in functions and use of portable note-taking device (i.e. BrailleNote, VoiceNote, Braille ‘n Speak, etc.)
  1. Direct Instruction on functions and use of low vision devices (assistive technology for near and distance viewing)
  2. Guided practice Mnemonic strategies
  3. Guided practice through chunking skills
  4. Touch five coin counting strategy
  5. direct instruction in use of a calculator
  1. Re-teaching of the initial learning of difficult skills and supervised practice to prevent misconceptions
  2. Guided Practice of sub-skills explicitly related to the performance of the whole task and what the student has already learned.
  3. Additional independent practice until fluent responses are possible
  4. direct instruction of specialized vocabulary and mathematical symbols
  1. Modeling of abstract math concepts through Concrete materials and manipulatives or computer-based models
  1. Explicit Instruction for use of flowcharts to plan strategies for problem solving
  1. Instruction in use of SAS: (name/document specific aid)
  1. Other:

 
  1. Mnemonic strategies
  2. Cue cards with problem solving strategies, definitions, examples, models, flow chart, process steps
  3. Small group instruction
  4. Visual, non-verbal, verbal, physical,  picture, and written prompts and cues
  5. Repetitive practice
  6. Modified tests/assignments
  7. Advanced organizers
  8. Copies of overheads including notes, organizers, examples
  9. Extended time
  10. Graph paper/vertical lined paper
  11. Manipulatives/Concrete representations
  12. Tactile graphs/graphics
  13. Calculator  (large display, talking, graphing, audible graphing calculator software)
  1. Typoscopes
  2. Low vision devices (near and distant)
  1. Abacus
  1. Magnifier
  2. Colored overlay
  3. Number line
  4. Study guides
  5. Peer buddy/peer tutoring
  6. Oral presentation of materials/assessments
  7. Assistive technology
  8. Calculator for computation tasks
  9. Talking calculator or on-screen computer calculator
  10. Flowcharts to plan strategies for problem solving
  11. Additional examples and explanations
  12. Use of graph paper or color coding to organize answers to math problems
  13. Other:

 

 

Functional Skills

Task Completion/On Task Behavior

Specially Designed Instruction (SDI)

What the “teacher does” through instructional practices

 

Supplementary Aids & Services (SAS)

What the student will use to access curriculum
  1. Explicit Instruction in how to use self-talk
  1. Modeling video self-modeling
  2. Differential reinforcement
  3. Instruction in how to self-monitor/evaluate
  4. Explicit Instruction in student task analysis
  5. Direct instruction in using graphic organizers
  6. System of least prompts
  7. Simultaneous prompting
  1. Explicit Instruction in how to respond to cueing (verbal, nonverbal, visual, picture, photo, etc.)
  1. Guided Practice in alternative note-taking
  1. Pre-teaching Critical information and vocabulary
  1. Re-teaching through repetition and summarization of important points, particularly at the conclusion of the lecture or discussion
  2. Pre-teaching assignments
  3. Scaffolded Instruction for  taking breaks
  4. Pre-teaching new vocabulary introduced prior to a lesson, a glossary of terms
  5. Overview of lessons or advance organizers
  6. Material presented in a logical/sequential manner and with explicit cues to shift from one aspect to the next
  1. Instruction in use of SAS: (name/document specific aid)
  1. Other:

 
  1. Modified tests and assignments (example chunking)
  2. Use of timer
  3. Dual set of materials for school and home
  4. Paraphrasing
  5. Extended time
  6. Rubrics and scoring guides
  7. Peer tutor
  8. Mentors
  9. Oral presentation of materials
  10. Redirection and corrective feedback
  11. Behavior contract
  12. Environmental adaptations
  13. Assistive Technology
  1. Written prompts or directions
  1. Information broken down into steps or key components
  2. Important ideas written on the board or overhead transparencies with different colors for emphasis or coding
  3. Active involvement with the content through discussion, small group interaction, or problem solving activities
  4. Repetition and summarization of important points, particularly at the conclusion of the lecture or discussion
  5. Structured organizers for note taking, such as a copy of overheads, outline of lecture, or graphic organizers
  6. Copies of notes taken by peer
  7. Recorded class lectures and discussion
  8. Time to meet with the instructor after class for clarification.
  9. Work systems
  10. Graphic organizers
  11. Cue cards (i.e., definitions, examples, models, flow chart)
  12. Preview assignment
  1. Personal copy of rules and expectations
  2. Specific role and responsibility when working in a group
  3. Positive reinforcement for following class rules
  4. Adult or peer to seek assistance when the teacher is unavailable
  5. Seat away from distractions such as windows, air vents, doors, resource areas, and other individuals who may disrupt the student
  6. Quiet place to complete independent work
  7. Tasks that can be completed in short periods of time
  8. Structured opportunities to get up and move
  1. Other:
 
Following Directions

Specially Designed Instruction (SDI)

What the “teacher does” through instructional practices

 

Supplementary Aids & Services (SAS)

What the student will use to access curriculum
  1. Explicit Instruction in self- monitoring strategies
  2. Differential reinforcement
  3. System of least prompts
  4. Modeling through role playing
  5. Explicit Instruction in how to use self-talk
  6. Mnemonics strategies
  7. Direct instruction using advanced organizers
  8. Video self-modeling
  1. Instruction in use of SAS: (name/document specific aid)
  1. Other:

 
  1. Time delay
  2. Increased wait time
  3. Advance organizers
  4. Verbal prompts and cues
  5. Paraphrasing
  6. Endless loop tape
  7. Agenda or outline of the assignments for each day
  8. Oral directions combined with pictures, words, or diagrams
  9. Description of critical features when watching a demonstration
  10. Directions that are repeated or simplified
  11. Step-by-step instructions outlined in writing or shown in picture sequences
  12. Assistance from peer
  13. Cueing System with visual description of expected behaviors or the criteria
  14. Alternate modes for directions including pictures, photos, etc.
  15. Contracts
  16. Oral presentation of materials
  17. Visual supports
  18. Clarification of directions (paraphrase, summarize)
  19. Other:

 

Rate/Speed of Work

Specially Designed Instruction (SDI)

What the “teacher does” through instructional practices

 

Supplementary Aids & Services (SAS)

What the student will use to access curriculum
  1. Modeling  how to respond to verbal prompts and cues
  2. Scaffolded Instruction in self-monitoring strategies
  3. Differential reinforcement
  4. Modeling using role playing
  1. Instruction in use of SAS: (name/document specific aid)
  1. Other:

 
  1. Checklists
  2. Use of timer
  3. Schedule
  4. Pictorial representation of task
  5. Audio stimulation to support rhythmic pace (music)
  6. Repeated practice
  7. Assistive technology
  8. Work systems
  9. Extended time
  10. Reduced level of lighting
  11. Increased level of lighting
  12. Preferential seating (specify where)
  13. Additional time to complete tests (scheduled)
  14. Test separated into sections and taken over a scheduled  period of time
  1. Breaks during the testing period
  2. Extra examples for practice
  3. Fewer questions that measure all required content and skills
  4. Open book tests unless memorization of content is required
  5. Calculator to recheck or complete computations
  6. Use of white noise or headphones to reduce auditory distractions
  7. Administration of the test individually or in a small group
  1. Enclosed study carrel to take the test.
  2. Other:
 
Following a Schedule

Specially Designed Instruction (SDI)

What the “teacher does” through instructional practices

 

Supplementary Aids & Services (SAS)

What the student will use to access curriculum
  1. Scaffolded Instruction in how to respond to verbal prompts and cues
  2. Scaffolded Instruction in self-monitoring strategies
  3. Scaffolded Instruction in reading a schedule and a site map
  4. System of least prompts
  5. Scaffolding - Graduated guidance (fading)
  6. Instruction in how to use picture agenda
  7. Instruction in how to use tactual agenda
  8. Direct instruction in creating and following a personal schedule
  9. Modeling using role playing
  1. Instruction in use of SAS: (name/document specific aid)
  1. Other:

 
  1. Checklists
  2. Use of timer
  3. Picture/tactual schedule
  4. Color/tactual coding
  5. Highlighting
  6. Repeated practice
  7. Map (i.e., school, classroom, community, etc.)
  8. Object schedules
  9. Calendar/routine system
    1. Flexible scheduling practices
    1. Additional time for assignments and assessments
    2. Assignments given ahead of time so the student can get started
    3. Physical/verbal cues
    4. Mental mapping/routes
  2. Picture/tactual agenda
  3. Repeated practice
  4. Other:
Attendance

Specially Designed Instruction (SDI)

What the “teacher does” through instructional practices

 

Supplementary Aids & Services (SAS)

What the student will use to access curriculum
  1. Multi-sensory instructional strategies
  2. Scaffolded Instruction in how to use token economy
  3. Scaffolded Instruction in self-monitoring strategies
  4. Differential reinforcement
  5. Scaffolded Instruction in using verbal prompts and cues
  6. Scaffolded Instruction in using visual prompts and cues
  1. Instruction in use of SAS: (name/document specific aid)
  1. Other:

 
  1. Contracts
  2. Escort to class
  3. Proximity to classroom
  4. Pictorial/tactual representation of task
  5. Alternate dismissal
  6. Interest inventory to identify motivators
  7. Other:

 

Organization

Specially Designed Instruction (SDI)

What the “teacher does” through instructional practices

 

Supplementary Aids & Services (SAS)

What the student will use to access curriculum
  1. Modeling through use of video self-monitoring
  2. Differential reinforcement
  3. Scaffolded Instruction in using verbal prompts and cues
  4. Scaffolded Instruction in using visual prompts and cues
  5. Direct instruction in organization systems
  1. Instruction in use of SAS: (name/document specific aid)
  1. Other:

 
  1. Duplicates
  2. Extended time
  3. Shortened assignment
  4. Dual set of materials for school and home
  5. Step by step instructions
  6. Color/tactual coding
  7. Assignment notebook
  8. Calendar
  9. Peer tutor/buddy
  10. Dividers and organizers
  11. Work systems
  12. Other:
 
Working Independently

Specially Designed Instruction (SDI)

What the “teacher does” through instructional practices

 

Supplementary Aids & Services (SAS)

What the student will use to access curriculum
  1. Differential reinforcement
  1. Strategy Instruction
  2. Instruction in using verbal prompts and cues
  3. Instruction in using visual prompts and cues
  4. Instruction using task analysis
  1. Instruction in use of SAS: (name/document specific aid)
  1. Other:

 
  1. Shortened assignments
  2. Study carrel
  3. Work systems
  4. Assignments and tasks given in segments
  5. Redirection (verbal, non-verbal, physical, visual, etc.)
  6. Faded prompts
  7. Positive/corrective feedback
    1. Assignments divided into parts with corresponding due dates
    2. Individual responsibility checklist with checkpoints along the way
    3. Reward system to motivate assignment completion – let the student engage in an activity of choice following the completion of a required assignment
    4. Access to learning resources and instructional materials outside of class
  1. Digital recorder
  1. Digitized/electronic formatted materials
  2. Highlighting key words
  3. Listening guides
  4. Other:

 

Decision Making

Specially Designed Instruction (SDI)

What the “teacher does” through instructional practices

 

Supplementary Aids & Services (SAS)

What the student will use to access curriculum
  1. Instruction in how to use self-talk
  2. Mnemonic strategies
  3. Instruction using role playing
  4. Instruction in using verbal prompts and cues
  5. Instruction in using visual prompts and cues
  6. Direct instruction in evaluating and choosing
  7. Instruction using social stories
  8. Instruction in test-taking skills – practice tests can help students learn some of the strategies effective test-takers use
  9. Practice with the testing format – use of sample questions and explanations of the scoring rubric or procedures
  1. Review of corrected tests
  2. Additional instruction on areas of need identified on the test
  1. assistance to help students evaluate their own performance on
  2. Modeling of self-questioning

 

  1. Instruction in use of SAS: (name/document specific aid)
  1. Other:

 
  1. Picture/tactual cues
  2. Mnemonic strategies
  3. Verbal prompts and cues
  4. Visual prompts and cues
  5. Physical prompts and cues
  6. Assistive technology
  7. Study guides and review of the knowledge and skills to be tested
  8. Lists of competencies for each instructional goal that students can check off
  1. Self-assessment:
      • Did I study the right things?
      • Did I make use of clues in the test?
      • Did I survey the test and plan my response?
      • Did I use the time allowed effectively?
      • Did I answer the questions I knew first?
      • Did I correct mistakes?
      • Did I have to guess?
  1. Other:

 

Self-Evaluation

Specially Designed Instruction (SDI)

What the “teacher does” through instructional practices

 

Supplementary Aids & Services (SAS)

What the student will use to access curriculum
  1. Instruction using task analysis
  2. Self-monitoring strategies
  3. Instruction in using verbal prompts and cues
  4. Instruction in using visual prompts /cues
  5. Direct instruction in self-evaluation
  6. Modeling
  7. Mnemonic strategies
  1. Direct instruction in self-advocacy skills
  1. Instruction in use of SAS: (name/document specific aid)
  1. Other:

 
  1. Picture cues
  2. Work systems
  3. Rubrics and scoring guides
  4. Progress graphs
  5. Checklists
  6. Peer editing
  7. Self-monitoring
  8. Other:

 

Social Competence

Specially Designed Instruction (SDI)

What the “teacher does” through instructional practices

 

Supplementary Aids & Services (SAS)

What the student will use to access curriculum
  1. Instruction using video self-modeling
  2. Differential reinforcement
  3. Instruction in using verbal prompts and cues
  4. Instruction in using visual prompts and cues
  5. Instruction in using written prompts and cues
  6. Direct instruction in replacement behaviors
  7. Modeling
  8. Corrective feedback with re-teaching
  9. Instruction in using student study teams
  10. Planned ignoring
  11. Direct instruction in explicit social skills
  12. Instruction using role playing
  13. De-escalation strategies
  14. Relaxation strategies
  1. Direct instruction in self-advocacy skills (vision portfolio, accessing materials in appropriate format, requesting assistance from peers and adults, personal care)
  2. Direct community based instruction to foster independent living skills
  3. Direct instruction in appropriate postural/body gestures
  1. Instruction in use of SAS: (name/document specific aid)
  1. Other:

 
  1. Student repeats directions
  2. Frequent, positive feedback and specific praise
  3. Daily/weekly home contact
  4. Contracts
  5. Student-created reinforcement menu
  6. Sequential directions
  7. Short, concise directions
  8. Frequent breaks
  9. Opportunities for movement
  10. Signal, inference cues
  11. Proximity control
  12. Structured transitions
  13. Timer
  14. Reinforcement menu
  15. Peer tutor/buddy
  1. Repeated practice of learned skills in authentic, non-pervasive environments/situations
  1. Other:

 
 
Physical Functioning

Specially Designed Instruction (SDI)

What the “teacher does” through instructional practices

 

Supplementary Aids & Services (SAS)

What the student will use to access curriculum
  1. Instruction using video self-modeling
  2. Differential reinforcement
  3. Modeling
  4. Instruction in using verbal, visual, written, and physical prompts and cues
  5. Corrective feedback with re-teaching
  6. Hand-under-hand vs. hand-over-hand guidance
  7. Redirection
  8. Instruction in how to use self-instruction
  9. Self-monitoring strategies
  10. Instruction in how to use self-talk
  11. System of least prompts
  12. Instruction in how to use visualization
  13. Instruction using social stories
  14. Direct instruction in specific skills
  1. Direct instruction in Orientation & Mobility skills to foster safe and independent travel in familiar/unfamiliar environments
  2. Mental mapping skills
  3. Directionality/spatial awareness concepts
  4. Human guide techniques
  1. Instruction in use of SAS: (name/document specific aid)
  1. Other:

 

 

 
  1. One-on-one instruction
  2. Small group instruction
  3. Partial participation
  4. Modified equipment (auditory/tactual/visual cues)
  5. Modified rules
  6. Modified tests, activities, and assignments
  7. Self-instruction
  8. Self-monitoring
  9. Self-talk
  10. Extended time
  11. Shortened time
  12. Peer tutor
  13. Shorter distances
  14. Decreased level of difficulty
  15. Extra practice of skills
  16. Lower goal/target
  17. Alternate activities
  18. Adapted playing area (smaller, obstacles removed, etc.)
  19. Well-defined boundaries (clearly marked in contrasting colors, tactual, etc.)
  20. White Cane
  21. Human guide
  22. Larger/auditory goal/target
  23. Larger/lighter bat, racquet, etc.
  24. Frequent rest periods
  25. Slower activity pace
  26. Assistive technology
    1. Adaptive devices – pencil grips or special pen or pencil holders, erasable pens, or special paper with raised or color-coded line indicators
    2. Worksheets and tests with ample space for writing answers
    3. Two copies of a worksheet or test – one to work on as a draft and one to use as a final copy
    4. Graph paper for writing to help align the numbers in computation problems or organize information
    5. Access to computer to prepare written assignments
    6. Student dictates thoughts, ideas
    7. Increased space allowed for test answers
    8. Dictate, tape record, or sign answers on a test
    9. Computer to write answers to the test items
  27. Other:

ESY

Extended School Year

Are extended school year services required for this student?

Examples:

Yes:  Analysis of data indicates a documented regression/recoupment issue in the area of social/behavioral goals.

 No:  Analysis of progress data does not indicate a regression/recoupment issue.

 More Data Needed:  The ARC will collect and analyze data that will be recorded before    and after breaks in instruction to monitor regression/recoupment issues.