Guidance Document
Lesson Plan Template
Accessing the Common Core for
Students with Disabilities
Students with diverse needs must be challenged to excel within the general
curriculum and be prepared for success in their post-school lives. The
implementation of the Common Core Learning Standards (CCLS) provides
an historic opportunity to improve access to rigorous academic content
standards for students with diverse needs.
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014
Table of Contents
Title Page #
Introduction ......................................................................................................1
Sample Lesson Plan Template ........................................................................2
Specially Designed Instruction (SDI) Classroom Summary Sheet ...................4
Glossary of Terms ............................................................................................5
References .................................................................................................... 10
Appendices
Appendix A:
Completed sample lesson plan using Grade 6 – Module 1: Unit 1, Lesson 1
Appendix B: A Completed SDI Classroom Summary
Appendix C:
Individualized Education Program (IEP) and Lesson Plan Development
Handbook
Appendix D: Annotated Lesson Plan
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 1
Introduction
The lesson plan template and the classroom summary were developed to
support educators in embedding specially designed instruction (SDI) into lessons that
are aligned with the Common Core Learning Standards (CCLS). The foundation of
these tools is rooted in the research around the elements of explicit instruction. This
approach is “a systematic method of teaching with emphasis on proceeding in small
steps, checking for student understanding, and achieving active and successful
participation by all students” (Rosenshine, 1987). Over the past 20 years, research has
shown that explicit instruction is the most effective evidence-based method for
instructing all students and primarily those students with disabilities.
Explicit instruction is the foundation by which SDI is delivered. SDI is defined in
34 CFR section 300.39(a)(3) and section 200.1(vv) of the Regulations of the
Commissioner of Education to mean “adapting, as appropriate to the needs of an
eligible student, the content, methodology, or delivery of instruction to address the
unique needs that result from the student’s disability; and to ensure access of the
student to the general curriculum, so that he or she can meet the educational standards
that apply to all students.” SDI is the intentional and purposeful planning of instruction
to ensure that students with disabilities can meaningfully access, participate and
progress in the curriculum throughout the entire lesson.
These tools were created by the SDI Workgroup through the Regional Special
Education Technical Assistance Support Center (RSE-TASC). The RSE-TASC network
is one of the P-12: Office of Special Education’s primary resources for school
improvement in New York State. Special Education School Improvement Specialists
(SESIS), Valerie Cole and Katy B. Weber were instrumental in creating these tools and
delivering professional development for educators across the State to improve results
for students with disabilities.
Note: These tools are a resource and may be adapted to meet varying needs of
educators.
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 2
Sample Lesson Plan
Accessing the Common Core for Students with Disabilities
Special Education Teacher:
General Education Teacher:
Teaching Assistant:
Teacher Aide(s):
Class:
Date:
Standards to be addressed:
Common Core Learning Standards (CCLS):
Career Development and Occupational Studies (CDOS):
Topic and Context:
Objective (Learning Target):
Verb:
Context:
Special Considerations (Accommodations, Modifications, Assistive Technology, Strategies):
Student Name
Student Name
Necessary prerequisite skills:
Assessment of prerequisite skills:
Explicit Core Instruction
Specially Designed Instruction
Introduction:
- objective
- learning target
- key vocabulary
Connect to previous learning
Objective (Learning Target):
Activate Prior Knowledge:
Vocabulary:
Connection to previous learning:
Accommodations:
Strategies
(Learning and Teaching Strategies):
Technology/Equipment:
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 3
Active Teaching/ Modeling/
“I Do”:
- Demonstration
- Think Aloud
- Provide model &/or rubric
Description of “I Do”:
Exemplary, Model or Rubric:
Accommodations:
Strategies:
Technology/Equipment:
Guided Practice/
“We Do”:
Provide time for:
- Small group work
- Discussion
- Teacher/ student
observation & feedback
Assess before moving to
independent practice
Practice Activity with teacher corrective feedback:
Materials:
Check for understanding:
Accommodations:
Strategies:
Technology/Equipment:
Independent Practice/
Application/ “You Do”:
Multiple practice
opportunities to ensure
success
(90%)
Task/Materials for independent practice:
Accommodations:
Strategies:
Technology/Equipment:
Lesson Closure
Summary:
Accommodations:
Strategies:
Technology/Equipment:
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 4
Classroom Specially Designed Instruction (SDI) Summary
Student
Name
Name
Name
Name
Name
Strengths
Needs
Environment
Materials
How learning
is measured
Content
Instruction
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 5
Glossary of Terms
(These definitions are following the order of the terms in the Lesson Plan Template)
SE Teacher (Special Education Teacher): Special education teacher means an
individual who is certified or licensed to teach students with disabilities who is providing
special education to the student.
GE Teacher (General Education Teacher): General education teacher means a
teacher who is qualified to serve nondisabled students who is providing general
education instruction to the student.
Teaching Assistant: A teaching assistant can assist in the delivery of special
education services but cannot serve in place of a special education teacher. (e.g.,
working with groups of students on instructional projects, provide teacher information
about students, assist with testing accommodations, development of materials, etc.)
Teacher Aides: Teacher aides perform noninstructional duties. (e.g., assisting
students with behavioral needs, set-up centers, or upcoming activities, make copies,
manage records, materials, equipment, watching students during recess, hall
transitions, etc).
Class: For purposes of the lesson plan document, this term means the setting in which
students with disabilities are receiving instruction in the general education curriculum.
Consultant Teacher Services (CT): Consultant Teacher Services are defined as
direct and/or indirect services provided to a school-aged student with a disability in the
student’s general education classes, including career and technical education classes,
and/or to such students’ general education teachers.
Direct Services mean specially designed instruction provided to an individual student
with a disability or to a group of students with disabilities by a certified special
education teacher to aid the student(s) to benefit from the general education class
instruction. Direct service can be combined with indirect services.
Indirect services mean consultation provided by a certified special education teacher
to a general education teacher to assist the general education teacher in adjusting
the learning environment and/or modifying his/her instructional methods to meet the
individual needs of a student with a disability who attends the general education
class.
Resource Room Program: Resource room program is a special education program
for a student with a disability who is in need of specialized supplementary instruction in
an individual or small group setting for a portion of the school day.
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 6
Related Services: Related Service means developmental, corrective and other
supportive services as are required to assist a student with a disability (e.g., speech-
language pathology, interpreting services, physical therapy, occupational therapy,
counseling services, etc.).
Integrated Co-Teaching Services: Integrated co-teaching services means the
provision of specially designed instruction and academic instruction provided jointly by a
special education teacher and a general education teacher to a group of students with
disabilities and nondisabled students.
Special Class: Special class means a class consisting of students with disabilities who
have been grouped together because of similarity of individual needs for purpose of
receiving specially designed instruction in a self-contained setting, meaning that such
students are receiving their primary instruction separate from their nondisabled peers.
Objective (Learning Objective, Learning Target): A learning objective is a statement
that describes what the student will be able to do successfully and independently at the
end of a specific lesson as a result of the classroom instruction. All learning objectives
contain a concept (main idea) and a skill (measureable student behavior).
Verb: The skill is the verb in the learning objective. (e.g., “Write a summary of a
newspaper article,” write is the skill). The measurable skill is the verb in the learning
objectives. (e.g., solve, identify, write, compute, and describe).
Context: A context is any specific condition under which the learning objective will be
executed. Often the context describes the resources or methods to be used. (e.g.,
“Write a summary of a newspaper article,” the context describes the resources to be
used - newspaper article).
Accommodations: Accommodations mean adjustments to the environment,
instruction or materials (e.g., instructional materials in alternative format such as large
print or Braille, fewer items on each page; extra time to complete tasks) that allow a
student with a disability to access the content or complete assigned tasks.
Accommodations do not alter what is being taught.
Modifications (Program modifications): Program modification may be used to
describe a change in the curriculum or measurement of learning; for example, when a
student with a disability is unable to comprehend all of the content a teacher is teaching
(e.g., reduced number of assignments; alternative grading system).
Assistive Technology (Assistive technology device, Assistive technology
service): Assistive technology device means an item, piece of equipment or product
system that is used to increase, maintain or improve the functional capabilities of a
student with a disability. Assistive technology service means any service that directly
assists a student with a disability in the selection, acquisition, or use of an assistive
technology device. The term includes: the evaluation of the needs, purchasing and
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 7
leasing of the device, selecting, designing, fitting, customizing, and adapting the device,
coordination of the therapy, intervention for the device, along with training and/or
technical assistance for a student with a disability and the professionals who will provide
the service.
Strategies: A plan of action designed to achieve a goal.
Learning Strategies: Learning strategies are techniques, steps or rules that are a
fundamental part of the process to acquire, manipulate, integrate, store, and retrieve
skills, and information to be applied in a variety of settings and situations. Learning
strategies may be subtle or overt and simple or complex - always matched to
student need. Learning strategies are student centered and designed to result in a
new understanding, deeper knowledge, and generalization.
Teacher Strategies: Teaching strategies are teacher centered and require student’s
response or reaction. Teaching strategies include the structure for effective teaching
provided by the teacher in order to deliver specially designed instruction. Teacher
strategies include student’s engagement and positive behavior management
strategies such as Hands Up/Hands Down, Give Me Five, Look/Lean/Whisper,
Elbow Partners, and Think/Pair/Share.
Necessary Prerequisite Skills: A prerequisite skill is a skill that a student has
mastered. The skill needs to be mastered before the student will be able to learn a new
skill. There prerequisite skills are reviewed during the opening of a lesson.
Assessment of Prerequisite Skills: The key principal to a good review is to verify that
all students know how to perform the prerequisite skills. A review typically consists of
giving students a task requiring the use of the prerequisite skill(s) and seeing whether
the students can perform the task correctly. There are several different assessments of
prerequisite skills. Some are direct measures, such as tests, quiz, concept maps,
portfolios, and others are more indirect, such as self-reports, the student’s individualized
education program (IEP), etc.
Explicit Instruction: Explicit instruction is a structured, systematic approach to
teaching all students. It is an unambiguous and direct method that includes instructional
design and delivery. Explicit instruction guides students though the learning process
through the provision of clear statements regarding the purpose and rationale for
learning the new skill/content, explanations and demonstrations of the instructional
target, and supported scaffold practice with embedded, specific feedback in order to
achieve independent mastery.
Activate Prior Knowledge (APK): Activating prior knowledge is purposefully moving
something connected to the new lesson from the student’s long-term memories into
their working memories so they can build upon existing knowledge. Activating Prior
Knowledge should be limited to no more than five minutes. The bulk of the class time
must be spent teaching students the new grade-level content.
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 8
Vocabulary: Prior to introducing vocabulary, a teacher must do three things: select
appropriate vocabulary that will be the most useful to students both at this time and in
the future; determine how each word’s meaning will be conveyed to students; and
develop examples to illustrate each work and, when helpful, non-examples to establish
what the concept is not.
Specially Designed Instruction (SDI): Specially Designed Instruction means
adapting, as appropriate to the needs of an eligible student, the content, methodology,
or delivery of instruction to address the unique needs that result from the student’s
disability; and to ensure access of the student to the general curriculum, so that he or
she can meet the educational standards that apply to all students.
Career Development and Occupational Learning Standards (CDOS): The CDOS
learning standards, which are provided at the Elementary, Intermediate and
Commencement levels, include a progression of learning standards:
1. Career Development: Students will be knowledgeable about the world of work,
explore career options, and relate personal skills, aptitudes, and abilities to future
career decisions.
2. Integrated Learning: Students will demonstrate how academic knowledge and
skills are applied in the workplace and other settings.
3a.Universal Foundation Skills: Students will demonstrate mastery of the foundation
skills and competencies essential for success in the workplace.
3b.Career Majors: (Optional for this credential.) Students who choose a career major
will acquire the career-specific technical knowledge/skills necessary to progress
toward gainful employment, career advancement, and success in postsecondary
programs.
Common Core Learning Standards (CCLS) or Common Core State Standards
(CCSS): The Common Core Learning Standards provide a consistent, clear
understanding of what students are expected to learn. The Standards set grade-
specific standards but do not define the intervention methods or materials necessary to
support students who are well below or well above grade-level expectations.
Modeling (I do it.): Modeling involves teaching using think-aloud to reveal to students
the strategic thinking required to solve a problem. The teacher models the skill three
times. The teacher demonstrates and describes the skill performance.
Demonstration: Teaching using physical objects to clarify the content and to support
kinesthetic learning.
Guided Practice (We do it.): Guided practice starts with the teacher working problems
together with the students. This means that the teacher is working the problem step-by-
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 9
step, usually on the board, and the students are working with the teacher at the same
time. Guided practice is a dynamic component in lessons.
Checking for Understanding (CFU): Checking for Understanding means checking all
students’ levels of understanding throughout each lesson to track learning and adapt
instruction appropriately during instruction.
Independent Practice (You do it.): Independent practice is having students practice
what has been taught while it is being taught.
Lesson Closure: Lesson closure activities are activities at the end of the lesson that
reinforce what students have learned, help students organize the information into a
meaningful and personally relevant context. Lesson closure activities can also serve as
a brief assessment tool with which to evaluate student retention of information.
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 10
References
Hollingsworth, John, and Silvia Ybarra. Explicit Direct Instruction (EDI): The Power of
the Well-Crafted, Well-Taught Lesson. California: Corwin Press, 2009
Archer, A.L. and Charles A. Hughes. Explicit Instruction: Effective and Efficient
Teaching. London: The Guilford Press, 2011
Regulations of the Commissioner of Education: Part 200 Students with Disabilities and
Part 201 Procedural Safeguards for Students with Disabilities Subject to Discipline:
The University of the State of New York, The State Education Department, Office of
P-12 Education, Office of Special Education. New York: July 2013
DeLorenzo, J.P. Continuum of Special Education Services for School-Age Students
with Disabilities. The New York State Education Department. New York: April,
2008
Chapter 408 – Providing Copies of the Individualized Education Programs (IEPs) for
Students with Disabilities for detailed information
http://www.p12.nysed.gov/specialed/publications/policy/chap408final.pdf.
Common Core State Standards Initiative http://www.corestandards.org/the-standards;
Retrieved August 15, 2011.
Individuals with Disabilities Education Act (IDEA), 34 CFR section 300.34 (a) (2004)
Individuals with Disabilities Education Act (IDEA), 34 CFR section 300.39 (b)(3) (2004)
Thompson, Sandra J., Amanda B. Morse, Michael Sharpe, and Sharon Hall.
“Accommodations Manual: How to Select, Administer and Evaluate Use of
Accommodations and Assessment for Students with Disabilities,”2nd Edition.
Council for Chief State School Officers, 2005
http://www.ccsso.org/content/pdfs/AccommodationsManual.pdf
(Accessed January, 29, 2010)
Kentucky Special Education Cooperatives: IEP and Lesson Plan Development
Handbook, Revised, January 2009
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 1
Appendix A
Accessing the Common Core for Students with Disabilities
Special Education Teacher: Ms. Baxter
General Education Teacher (if applicable): Mr. Whitmer
Teaching Assistant:
Teacher Aide:
Class: 6
th
grade ELA (condensed version for training purposes)
Date: September 22, 2013
Standards to be addressed:
Common Core Learning Standards (CCLS):
R.L. 6.1 I can cite text-based evidence to support an analysis of literary text.
SI.6.1 I can effectively engage in discussions with diverse partners about sixth-grade topics, texts, and issues.
Career Development and Occupational Studies (CDOS):
CDOS 3a: Universal Foundational Skills: Students will demonstrate mastery of the foundation skills and competencies essential for success in
the workplace.
Topic and Context:
I can get the gist of the text by identifying unfamiliar vocabulary and gaining meaning from the text.
Objective:
Verb: Cite with evidence & engage in
discussions
Context: Mythology
Special Considerations (Accommodations, Modifications, Assistive Technology, Strategies) (see classroom summary for details about
students)
Cory (only 2 students used for training purposes)
Eugene
Necessary prerequisite skills:
Getting the gist, annotating texts, chunking text and recognizing unfamiliar vocabulary; “Cite” – finding clues in the text, understanding the
characteristics of the clues and how they relate to the evidence
Assessment of prerequisite skills:
First lesson of module. (Formative assessment data from this lesson will assist in filling this section out for lesson 2)
Explicit Core Instruction
Grade 6 - Module 1: Unit 1, Lesson 1
Specially Designed Instruction
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 2
Introduction:
Gain Students’ Attention
Determine:
- objective
- learning target
- key vocabulary
Connect to previous learning
Objective:
I can get the gist of the text “Shrouded in Myth.”
I can identify unfamiliar vocabulary in “Shrouded in
Myth.”
I can collaborate effectively with my peers.
** Interact with objectives. Teacher reads them aloud,
re-read them as a whole group, read with partner. 1
minute to discuss with partner what you think we’ll be
learning today. Discuss as class.
Activate Prior Knowledge:
Post quote from “Shroud in Myth” and the image of the
sculpture. “Today we are launching into a new and
exciting study. Read the quote on the board. This will
give you clues as to what we will be studying. Quick
write (pass out forms) for 2 minutes (it is exactly what
it sounds like - explain). Turn and talk to partner
about “Where do you think this quote came from?
Why do you think that?” Invite students to look at the
image of the sculpture. Quick write to add “How is this
image related to the quote you just read? What
makes you think that?” Talk to partner. Invite whole
class shares. Encourage specificity and details.
Congratulate them on their entry into the world of
mythology. The topic of mythology and the skill of
using evidence when discussing reading will be the
heart of the learning for the next several weeks.
Vocabulary:
Learning target, gist, annotate, reflect, prophecy, fate,
imprisoned, stunning, dreaded, writhing
Connection to previous learning:
Teacher refreshes students’ memories of the think-
pair-share (TPS) and fist-to-five (FTF) protocols
Just take the guessing game out of it and just ask 3 sets
of partners what we’re learning today. Be sure to Check
for Understanding (CFU). (CORY)
Will need to read quote aloud first, then as a group, then
with partners, then independently to self to aid in
comprehension and fluency. (CORY)
Turn and talk to partner BEFORE quick write to allow for
processing and assist with writing on demand. (CORY,
EUGENE)
Reveal questions one at a time to keep focus and
eliminate confusion. (CORY, EUGENE)
Graphic organizer for all students in class but highlighted
key words and phrases version. (CORY)
Help CORY to prepare an answer to the question “How
does the picture relate to the quote?” and ask him during
whole group share time.
CFU of TPS, FTF. (CORY, EUGENE)
Active Teaching/ Modeling/ “I
Do”:
- Demonstration
- Think Aloud
- Provide model &/or rubric
Description of “I Do”:
Teacher reads “Shrouded in Myth.” Students read in
their heads while teacher reads. Let students
continue to dig through this text throughout the next
several days. Invite students to Think-Pair-Share:
“What do you notice about this text? What do you
wonder?”
Exemplar, Model, or Rubric:
Be sure to pair with complimentary partners for TPS.
(CORY, EUGENE)
Put these questions on desk with scaffolded questions:
What do you see on the statue? What is she holding?
Why do you think she’s holding it? (CORY)
Use nonlinguistic representations (pictures) to prompt in
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 3
Teacher reads aloud to promote fluency and
comprehension, providing a model for students to
read on their own. Show them on the document
camera how to separate the text into sections to
get the gist of each section. ** Now they do it in
pairs/small groups.
Model for them how to read carefully, thinking
aloud while annotating, demonstrating how to
annotate using the first section. Have a
discussion with the whole group about what the
gist of the first section was and what it was mostly
about. ** Now they do it in small groups.
Model the identification of unfamiliar words. Using
the first section, go back and re-read to identify
unfamiliar words. Circle them. Explain that
names of people and places often begin with
capital letters and they are unimportant to
determine the meaning of them. Try their best to
read them but just move on. ** Now they do it in
small groups.
each activity of the lesson (CORY)
Prechunked versions of text (CORY) with highlighted key
words/phrases (CORY, EUGENE)
Remind them of the strategy for finding the gist that was
learned previously in the Resource Room. (CORY)
Group CORY with the two other students with this need
and two other students who are stronger in this area (with
or without disabilities) – stay with this group to reteach
and scaffold supports during the activity
Guided Practice/
“We Do”:
Provide time for:
- Small group work
- Discussion
- Teacher/ student
observation & feedback
Assess before moving to
independent practice
Involve Students
Practice Activity with teacher corrective feedback:
Students will re-read this text with a small group of
3 or 4 with a new purpose of getting the gist.
Think-pair-share about the gist of the second
section. “What was the gist of this section? What
was it mostly about?” Bring class back together
as a whole group and do fist-to-five on getting the
gist. Reteach if necessary.
After re-reading each section together the
students will annotate together and discuss their
notes. Bring class back together as a whole group
and do fist-to-five on annotating. Reteach if
necessary.
After re-reading each section together, the
students will circle unfamiliar words. Bring class
back together as a whole group and do fist-to-five
on identifying unfamiliar words.
Materials:
Quick write form, “Shrouded in Myth” text (full and pre-
chunked version with spots marked for where to
annotate for select students who, upon observation,
Stay in same groups for this activity. Continue to stay
with this group to reteach and support.
Continue to use prechunked versions of the text and
highlighted key words/ideas.
Remind of strategies of fist of five learned in previous
lessons and Resource Room.
Prechunked version of text
Highlighted version of prechunked text (spots marked
to annotate)
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 4
appear to be struggling); document camera; writing
utensil; fist-to-five chart
Check for understanding:
After the second section, discuss the difficulties with
the activity, how to overcome them, reteach to entire
group if necessary.
Independent Practice/
Application/ “You Do”:
Multiple practice opportunities to
ensure success
(90%)
Task/Materials for independent practice:
The last section will be used for independent practice
if some students are ready to do it (get the gist,
annotate and identify unfamiliar words) on their own.
Allow for some students to continue working in the
group if needed.
After checking for understanding, reteach areas
needed.
Lesson Closure
Summary:
Ask students to volunteer reading each objective.
Using fist-to-five protocol for self-assessment on
meeting the objective. Describe patterns noticed
since the earlier fist-to-five assessments.
Homework – Re-read “Shrouded in Myth” and finish
annotating if you did not finish in class. After reading,
try representing the story through a drawing or a
series of drawings that show your understanding.
Checking for Understanding:
Exit ticket:
Reflecting on the learning targets
Fist-to-five for self-reflection – noting level of
confidence to see if matches with accuracy of the exit
ticket
Throughout lesson: Involve students. Monitor performance. Provide feedback.
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014
Appendix B
Classroom Specially Designed Instruction (SDI) Summary
Student
Cory
Randy
Molly
Jackie
Eugene
Strengths
Visual Learner
Hands-on learner
Hands-on Learner
Math skills on gL
Auditory Learner
Visual Learner
Hands-on learner
Good verbal skills
Strong visual learner
Works well w/peers
Hands-on learner
Good verbal skills
Reading above gL
Needs
Reading comp below 4
yrs gL
Slow auditory processing
Low verbal skills
Reading comprehension
skill instruction
Reading comp 4 yrs
below gL
Reading comprehension
skill instruction
Writing skill instruction
Wheelchair
Reading comp 2 yrs
below gL
Reading comprehension
skill instruction
Writing is physically
labored
Struggles with multi step
directions & math
problem
Struggles getting ideas
on paper
Math 3 yrs below gL
Writing skill instruction
Attention issues – easily
distracted
Disorganized writing
Disorganized
Reteach skills from
lessons
Strategy instruction on
organizing himself
Environment
Minimal distractions
Extended time for all
activities
Navigating the room &
school
Extended time for all
activities
Extended time for all
activities
Extended time for all
activities
Minimal distractions
Group in smaller groups
Preferential seating
Proximity
Materials
Agenda for assignments
Notes provided
iPad for reading
assignments & tests
Graphic organizers
Highlight key ideas
iPad for writing over 2
paragraphs (VTT)
iPad for reading
assignments & tests
Graphic organizers
Highlight key ideas
iPad for writing over 1
sentence (VTT)
Slant board for writing
under 1 sentence
Highlight key ideas
iPad for writing over 1
paragraph (VTT)
Graphic organizers
Calculator
Listening guides
Highlight key ideas
Notes provided
Graphic organizers
How learning
is measured
Tests & assignments
read
Extended time &
alternate location for
tests
Tests & assignments
read
Extended time
Tests & assignments
read
Alternate location for
tests
Tests & assignments
read
Alternate location for
tests
Extended time & alternate
location for tests
Content
NONE
NONE
NONE
NONE
NONE
Instruction
Directions simplified &
written
Frequent CFU
Preteaching skills
needed in gen ed for
upcoming lessons – e.g.;
oral reading only done
when prepared prior to
lesson
Chunking into smaller
parts
Frequent CFU
Directions simplified &
written
Frequent CFU
Directions simplified &
written
Frequent CFU
Frequent CFU
Reminders to use
strategies
Key for Acronyms Used:
gL = grade level
CFU = check for understanding
VTT = voice to text
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 1
Appendix C:
IEP and Lesson Plan Development Handbook
1
1. Conduct and utilize data from regular standardized achievement testing that provides
specific reports on the skills students have mastered and the skills that need improvement.
2. Perform regular assessments in the classroom that range from formal testing to teacher
observation of students as they work.
3. Communicate and interact with students as they work.
4. Gather information and use it to individualize instruction for every child.
5. Conduct a continuous problem identification process so that specially-designed instruction
can address those targeted problems.
6. Believe students with disabilities can learn and help them do so by finding the right teaching
materials and methods.
Specially Designed Instruction (SDI) means adapting what is taught, the methodology
and/or the manner in which instruction is provided to meet the student’s unique needs.
SDI provides students with different avenues to acquire content knowledge; process
information, construct meaning, and/or make sense of ideas. Through SDI, teaching
methodology and materials are adapted so that each student can learn effectively,
regardless of differences in ability.
SDI must include use of explicit direct instruction!
NONVERBAL COMMUNICATION
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Visual, written, verbal, physical, picture prompts
and cues
Cue cards
Graduated guidance
System of least prompts
Instruction of American Sign Language
Computer assisted instruction
Multiple-modality strategies
Use of body language
Attending to the speaker
Other
2
Visual, written, tactual, verbal, physical, picture
prompts and cues
Hand-under-hand vs. hand-over-hand physical
guidance/exploration
American Sign Language
Switch activated devices
Augmentative communication devices
Dynamic screens
High technology communication devices
Communication boards/books/ cards
Picture-based communication
Establishing and maintaining eye contact
Switch accessibility
Scan accessibility
Educational interpreter
Other
1
Adapted from the Kentucky Special Education Cooperatives, January 2009. Revised by NYS RSE-TASC SDI workgroup 2013
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 2
LISTENING COMPREHENSION
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Instruction in listening strategies
Modeling
Chunking
Written prompts or directions
Preview-Teach-Review
Alternative note-taking
Graphic organizers
Preteach critical information and vocabulary
Other
Repeated directions
Frequent comprehension checks
Visual prompts
Alternative note-taking
Extended processing time
Paraphrasing, rephrasing, and summarizing
Extended time
Previewing questions
Preferential seating
Advance organizer
Focused, concrete statements
Digital recorder
Electronically formatted materials
Highlighted key words
Listening guides
Other
EXPRESSIVE LANGUAGE/ORAL EXPRESSION
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Instruction in how to respond to verbal prompts
Instruction in how to respond to cue cards
Instruction in how to respond to visual prompts
Guided repetitions
Guided rehearsal; use of scripts
Time delay strategies
Modeling
Instruction in conversational skills (i.e.,
initiating, maintaining, ending)
Word retrieval drills: categories, attributes,
functions
Questioning techniques
Other
Verbal prompts
Cue cards
Visual prompts
Extended response time
Allowance for written tests
Recorded material
Preferential seating
Directions in multiple forms (i.e., restate,
rephrase, oral directions)
Oral reading on a volunteer basis
Rehearsal; use of scripts
Alternative assessments in place of oral reports
(i.e., displays, projects, written, etc.)
Video self-modeling
Questioning techniques
Other
VOICE
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Modeling
Vocal strategies
Social skills instruction
Calming strategies
Instruction in self-monitoring strategies
Visualizing techniques
Instruction in recognition of vocal abusive
patterns
Self-monitoring checklists
Calming strategies cues
Variety of questioning techniques
Signal system for recognizing abusive vocal
patterns
Other
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 3
Oral motor intervention
Other
FLUENCY
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Modeling
Starter techniques
Instruction on maintaining eye contact
Instruction using choral responses
Instruction using reading responses
Instruction of relaxation strategies
Other
Extended response time
Opportunity to speak first in oral group situations
Individual instead of group presentations
Relaxation strategies
Self-monitoring
Other
RECEPTIVE LANGUAGE
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Instruction in using visual, written, picture
prompts and cues
Modeling
System of least prompts
Simultaneous prompting
Time delay
Instruction in how to respond to verbal cues
Instruction of core vocabulary with cue cards
Instruction in using visualization
Instruction in using verbal rehearsal
Cloze procedures
Direct instruction
Auditory bombardment of language targets
Verbal repetition
Instruction of mnemonic strategies
Preteach of critical information
Instruction for understanding of sarcasm,
parody, and humor
Instruction in elements of critical thinking
Instruction in how to make inferences and
predictions
Instruction in how to draw conclusions and
make generalizations
Other
Preferential seating
Repetition of directions
Simple directions
Gestures and visual cues
Paraphrasing and rephrasing
Visual prompts
Concrete to abstract representations
Picture schedules
Picture cues
Object to picture schedule
Calendar/routine system
Sentence strips
Digital recorder
Self-cuing strategies
Gradual building of complexity of tasks
Teacher wait time
Other
PRAGMATICS
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Instruction using social scripting
Instruction using social stories
Instruction using written prompts
Modeling
Instruction in how to respond to verbal
prompting
Guided response
Role playing
Monitoring and quick feedback
Peer buddy/monitor
Sensory issues addressed
Opportunities for taking turns, initiating/
terminating conversation, commenting, and
asking questions
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 4
Instruction in environmental prompting (i.e.,
personal space awareness)
Chaining
Shaping
Video self-monitoring
Role playing
Instruction in conversational turn-taking,
initiating/terminating conversation, commenting,
and asking questions
Instruction in relevant emotion/feeling words
Other
Environmental prompts (i.e., personal space
awareness)
Other
BASIC READING
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Grapho-Phonic strategies (visual/auditory)
including letter/sound knowledge, phonemic
awareness, decoding
Visual strategies including word recognition and
visual memory for words
Auditory strategies including language structure
at the word, sentence, and text level
Fluency strategies
Direct Braille code instruction
Direct instruction in functions and use of
portable note-taking device (e.g., Braille Note,
VoiceNote, Braille ‘Speak, etc.)
Instruction of functions and use of low vision
devices (assistive technology for near and
distance viewing)
Instruction in accessing alternate formats and
associated technology
Meaning strategies including word meanings
and associations and precision in word usage
Instruction in identifying and pronouncing words
and reading fluently orally including:
o Using context clues
o Visual word recognition strategies including
environmental print
o Word analysis strategies such as prefixes,
suffixes, compound words, and word
derivations
o Text management strategies such as
rereading/reading ahead, deep reading,
skimming/scanning
o Decoding strategies such as identifying
word families, chunking, point and slide,
looking for familiar words parts
o Cross-check across systems (does the
word make sense, does it sound like
language, do the letters match the sounds)
Graphic organizers
Prompting and cuing
Recorded materials
Alternate electronic/digitized materials
Oral/visual presentation of material above
independent reading level
Extended time
Large print (specified font size)
Highlighted material
Colored overlays for reading/glare reduction
(specified color)
Direct/indirect lighting
Photocopied materials on preferred colored
paper
Tracking guides
Braille
Manipulatives (i.e., letter tiles, flash cards, etc.)
Access to technology
Limited visual clutter/stimuli
Slant board/stand
Use of black marker ONLY on dry erase board
Talking books
Screen enlargement software
Magnifier
Monocular/binocular
Copy of class notes
Regular text along with large print texts for
colored illustrations and maps
Other
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 5
or ask another reader
Other
READING COMPREHENSION
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Instruction in how to use graphic organizers
Modeling
Instruction in “Cloze” procedures
Mnemonic strategies
Instruction using advance organizers
Instruction using visual prompts
Preteaching concepts/vocabulary
LEARN strategy
o List what you know
o Explore what you want to know
o Access information
o Reflect on what you’re learning
o Now make connections
KWL strategy
o List what you know
o Tell what you want to know
o Tell what you learned
Instruction in verbal summarization
Instruction using open-ended stories
QAR strategy
o Question
o Answer
o Response
Instruction using choral reading
Instruction using paired reading
Instruction using echo reading
Instruction using visual imagery
Instruction using story mapping
Think aloud strategies
Instruction in: monitoring for meaning,
determining importance, creating mental
images, synthesizing, relating new to known,
questioning, inferring
Instruction and support for specialized software
and equipment
Applying Braille reading (or use of low vision
devices for literacy tasks) in authentic contexts
Instruction in hand/finger skills, tactile
discrimination/perception skills
Integrated use of visual skills (e.g., scanning for
information, reading charts, graphs, maps)
Direct Braille code instruction
Instruction in functions and use of portable
note-taking device
Diagnostic instruction
Recorded books with appropriate pacing
Recorded materials
Electronic/digitized materials
Highlighting
Large print materials/textbooks (specified font
size)
Standard text to accompany large print text for
colored illustrations/maps
Braille
Reader
Paraphrasing
Oral/visual presentation of materials above
independent reading level
Manipulatives (i.e., story strips, etc.)
Advance organizers
Tactual graphics
Visual prompts
Frequent rest breaks to reduce eye fatigue and
strain
Limited visual clutter/stimuli
Slant board/stand
Note-taking guides
Study guides
Highlighted study guides
Use of black marker ONLY on dry erase board
Talking books
Screen enlargement software
Magnifier
Monocular/binocular
Colored overlays for reading/glare reduction
(specify color)
Copy of classroom notes
Regular text along with large print texts for
colored illustrations and maps
Reading stand
Other
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 6
Other
WRITTEN LANGUAGE
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Instruction in graphic organizers
Modeling
Tactile kinesthetic tracing
Repetitive practice
Instruction using advance organizers
Visual and physical prompts and cues
Small group instruction in the writing process
including: prewriting activities, writing, revising,
editing, and publishing
Instruction in idea development, structural
patterns, sequencing, organization, standards
of correctness, awareness of audience and
purpose
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)
Instruction in mechanics and usage of
slate/stylus
Instruction in mechanics and use of
Braillewriter/Note talking device
Instruction in functions and use of magnification
systems
Sequential instruction for keyboarding skills
Other
Scribe (specify how and when a scribe will be
used)
Paraphrasing
Assistive technology
Cue cards (i.e., definitions, examples, story
starters, picture prompts, etc.)
Graphic organizers
Journals, logs, notebooks
Rubrics/scoring guides
Editing checklists
Production of written pieces
Mnemonic strategies
Error monitoring, self-monitoring
Modified tests and assignments
Copies of overheads (notes, directions,
organizers, etc.)
Preferential seating
Scribe for obscan sheets
Highlighting
Color-coded direction words
Student paraphrasing of directions
Raised line paper
Manipulatives (i.e., sentence strips, words cards,
personal and classroom work banks, etc.)
Digital recorder to talk into and write from
Pencil grips
Specialized writing utensils (20/20 pen, #1 lead
pencil, bold marker, slate/stylus, etc.)
Specialized writing materials (Braillewriter,
portable note taking device, signature/letter
guide, typoscope, computer with screenreader/
magnification software)
Use of high contrasting maker on dry-erase
board
Limited visual clutter/stimuli
Slant board/stand
Retaking of tests
Access to technology
Other
MATH CALULATION AND REASONING
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Multi-sensory teaching strategies
Time delay
Most to least prompts
Mnemonic strategies
Cue cards with problem solving strategies,
definitions, examples, models, flow charts,
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 7
Modeling
Instruction in computation and reasoning
strategies, word problem strategies
Instruction in functions and use of accessible
graphing calculator software
Instruction in functions and use of portable
note-taking device
Instruction in functions and use of low vision
devices
Guided practice
Mnemonic strategies
Chunking
Touch five coin counting strategy
Instruction in use of a calculator
Other
process steps
Small group instruction
Visual, nonverbal, verbal, physical, picture, and
written prompts and cues
Repetitive practice
Accommodated tests/assignments
Advance organizers
Copies of overheads including notes, organizers,
examples
Extended time
Graph paper/vertical lined paper
Manipulatives/concrete representations
Tactile graphs/graphics
Calculator (large display/talking/graphing/audible
graphing calculator software)
Low vision devices
Abacus
Magnifier
Colored overlay
Number line
Study guides
Peer buddy/peer tutoring
Oral presentation of materials/assessments
Assistive technology
Other
TASK COMPLETION/ON TASK BEHAVIOR
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Modeling
Partial participation
Instruction in how to use self-talk
Video self-modeling
Differential reinforcement
Instruction in how to self-monitor/evaluate
Instruction in student task analysis
Instruction in using graphic organizers
System of least prompts
Instruction using simultaneous prompting
Instruction in how to respond to cueing (verbal,
nonverbal, visual, picture, photo, etc.)
Other
Accommodated tests and assignments
Use of timer
Dual set of materials for home and school
Paraphrasing
Extended time
Rubrics and scoring guides
Peer tutor/mentor
Oral presentation of materials
Redirection and corrective feedback
Behavior contract
Environmental modifications
Assistive technology
Graphic organizers
Cue cards
Previewing assignment
Other
FOLLOWING DIRECTIONS
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Instruction using task analysis
Instruction in self-monitoring strategies
Time delay
Increased wait time
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 8
Differential reinforcement
System of least prompts
Instruction using role playing
Modeling
Instruction in how to use self-talk
Mnemonics strategies
Instruction using advance organizers
Video self-modeling
Other
Advance organizers
Verbal prompts and cues
Paraphrasing
Preferential seating
Endless loop tape
Alternate modes for directions including pictures,
photos, etc.
Contracts
Oral presentation of materials
Visual supports
Assistive technology
Clarification of directions
Other
RATE/SPEED OF WORK
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Instruction in how to respond to verbal prompts
and cues
Instruction in self-monitoring strategies
Differential reinforcement
Instruction using role playing
Modeling
Other
Checklists
Use of timer
Schedule
Pictorial representation of task
Audio stimulation to support rhythmic pace
(music)
Repeated practice
Assistive technology
Work systems
Extended time
Reduced/increased level of lighting
Preferential seating
FOLLOWING A SCHEDULE
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Instruction in how to respond to verbal prompts
and cues
Instruction in self-monitoring strategies
Instruction in reading a schedule and a site
map
Instruction using role playing
Modeling
System of least prompts
Instruction using task analysis
Graduated guidance
Instruction in how to use picture/tactual agenda
Instruction in creating and following a personal
schedule
Other
Checklists
Use of timer
Picture/tactual schedule
Color/tactual coding
Highlighting
Repeated practice
Map (i.e., school, classroom, community, etc.)
Object schedules
Calendar/routine system
Physical/verbal cues
Mental mapping/routes
Other
ATTENDANCE
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 9
Multi-sensory instructional strategies
Instruction in how to use a token economy
Instruction in self-monitoring strategies
Differential reinforcement
Instruction in using verbal/visual prompts and
cues
Other
Contracts
Escort to class
Proximity to classroom
Pictorial/tactual representation to task
Alternate dismissal
Interest inventory to identify motivators
Other
ORGANIZATION
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Instruction using task analysis
Instruction using video self-monitoring
Differential reinforcement
Instruction in using verbal/visual prompts and
cues
Instruction in organization systems
Modeling
Other
Duplicates
Extended time
Shortened assignment
Dual set of materials for school and home
Step-by-step instructions
Color/tactual coding
Assignment notebook
Calendar
Peer tutor/buddy
Dividers and organizers
Work systems
WORKING INDEPENDENTLY
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Graduated guidance
Differential reinforcement
Instruction in using verbal/visual prompts and
cues
Instruction using task analysis
Other
Shortened assignments
Study carrel
Work systems
Assignment and tasks given in segments
Redirection (verbal, nonverbal, physical, visual,
etc.)
Fading prompts
Positive/corrective feedback
Other
DECISION MAKING
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Instruction in how to use self-talk
Mnemonic strategies
Instruction using role playing
Instruction in using verbal/visual prompts and
cues
Instruction in evaluating and choosing
Instruction using social stories
Other
Picture/tactual cues
Mnemonic strategies
Verbal/visual prompts and cues
Physical prompts and cues
Assistive technology
Other
SELF-EVALUATION
Specially Designed Instruction (SDI)
Supplementary Aids and Services (SAS)
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 10
WHAT THE TEACHER TEACHES
WHAT THE STUDENT NEEDS
Instruction using task analysis
Self-monitoring strategies
Instruction in using verbal/visual prompts and
cues
Instruction in self-evaluation
Modeling
Mnemonic strategies
Instruction in self-advocacy skills
Other
Picture cues
Work systems
Rubrics and scoring guides
Progress graphs
Checklists
Peer editing
Self-monitoring
Other
SOCIAL COMPETENCE
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Instruction using video self-modeling
Differential reinforcement
Instruction in using verbal/visual prompts and
cues
Instruction in using written prompts and cues
Instruction in replacement behaviors
Modeling
Corrective feedback with reteaching
Instruction in using student study teams
Planned ignoring
Behavior intervention plan
Instruction in explicit social skills
Instruction using role playing
De-escalation strategies
Relaxation strategies
Instruction in self-advocacy skills (visual
portfolio, accessing materials in appropriate
format, requesting assistance from peers and
adults, personal care)
Community-based instruction to foster
independent living skills
Instruction in appropriate postural/body
gestures
Other
Student repeats directions
Frequent, positive feedback and specific praise
Daily/weekly home contact
Contracts
Student-created reinforcement menu
Sequential directions
Short, concise directions
Frequent breaks
Opportunities for movement
Signal, inference cues
Proximity control
Structured transitions
Timer
Reinforcement menu
Peer tutor/buddy
Repeated practice of learned skills in authentic,
nonpervasive environments/situations
Other
PHYSICAL FUNCTIONING
Specially Designed Instruction (SDI)
WHAT THE TEACHER TEACHES
Supplementary Aids and Services (SAS)
WHAT THE STUDENT NEEDS
Instruction using video self-modeling
Differential reinforcement
Modeling
Instruction in using verbal, visual, written, and
physical prompts and cues
Corrective feedback with reteaching
Hand-under-hand vs. hand-over-hand guidance
Redirection
Instruction in how to use self-instruction
One-on-one instruction
Small group instruction
Partial participation
Modified equipment
Modified rules
Modified tests, activities, assignments
Self-instruction
Self-monitoring
Self-talk
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 11
Self-monitoring strategies
Instruction in how to use self-talk
System of least prompts
Instruction in how to use visualization
Instruction using social stories
Instruction of specific skills
Instruction in Orientation and Mobility skills to
foster safe and independent travel in
familiar/unfamiliar environments
Mental mapping skills
Directionality/spatial awareness concepts
Human guide techniques
Other
Extended/shortened time
Peer tutor
Shorter distances
Decreased level of difficulty
Extra practice of skills
Lower goal/target
Alternate activities
Adapted play area
Well-defined boundaries
Human guide
Larger/auditory goal/target
Larger/lighter bat, racquet, etc.
Frequent rest periods
Slower pace
Assistive technology
Other
Adapted from the Kentucky Special Education Cooperatives, January 2009. Revised by SDI workgroup 2013.
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 1
Appendix D Annotated Lesson Plan
Accessing the Common Core for Students with Disabilities
Special Education Teacher:
General Education Teacher:
Teaching Assistant:
Teacher Aides:
The above information is defined in the below link.
www.p12.nysed.gov/specialed/lawsregs/part200.htm
Class: www.p12.nysed.gov/specialed/lawsregs/sect2006.htm
Date: The current date of the lesson
Standards to be addressed:
Common Core Learning Standards (CCLS): www.engageny.org/common-core-curriculum-assessments
Career Development and Occupational Studies (CDOS): www.p12.nysed.gov/cte/cdlearn/documents/cdoslea.pdf
Topic and Context: “The entire lesson is carefully crafted and delivered to teach the information or procedures necessary for student to be able to
successfully complete the Independent Practice” (Hollingsworth and Ybarra, 2009).
Objective (Learning Target): These
statements make explicit what the lesson is
going to cover and help students focus on the
upcoming content.
Verb: The skill is the objective (e.g., identify,
write, computer, describe, etc.)
Context: describes what the students will be
able to do successfully and independently by
the end of the lesson
Special Considerations (Accommodations, Modifications, Assistive Technology, and Strategies) In order for students with disabilities to meet high
academic standards and to fully demonstrate their conceptual and procedural knowledge and skills in mathematics, reading, writing, speaking, and
listening (English language arts), their instruction must incorporate supports and accommodations. Prior to developing a lesson the Special
Education Teacher needs to complete the classroom SDI summary for each of the students with disabilities that will be participating in this lesson.
The Individual Education Program (IEP) will contain some of the information that is needed to fill out the classroom SDI summary. The “Closing the
Achievement Gap” can also be of a resource to support the completion of the classroom SDI summary.
Student Name
Student Name
Necessary prerequisite skills: The skill needs to be mastered before the student will be able to learn a new skill.
Assessment of prerequisite skills: What can the students do to prove that they have understood the skill and can apply the skill?
Explicit Core Instruction
Specially Designed Instruction
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 2
Introduction:
Gain Students’
Attention
- objective
- learning target
- key vocabulary
Connect to
previous learning
Objective (Learning Target):
Today you are going to learn…..
Select a content standard.
Write a Learning Objective: Skill, Concept, and Context.
Deconstruct the standard, if necessary.
Activate Prior Knowledge: Connecting to what students already
know
Vocabulary: Identify content and academic vocabulary words to
be taught during the lesson. Provide a student friendly
definition, multiple examples and nonexamples.
Connection to previous learning: Acknowledge what the students
know. Write the connection to the learning objective.
Check for Understanding:
This section of the lesson plan is pulled from the completed
Classroom SDI summary sheet.
Accommodations: changes in materials or procedures — which
do not change the standards but allow students to learn within
the framework of the Common Core.
Some students with the most significant cognitive disabilities will
require substantial supports and accommodations to have
meaningful access to certain standards in both instruction and
assessment, based on their communication and academic
needs.
Strategies: …are systematic plans or approaches for solving a
problem or completing a task that involves a series of sequential
steps.
(Learning and Teaching Strategies): see glossary of terms for
definitions and examples
Technology/Equipment: What assistive technology devices and
services are needed to ensure that students with disabilities can
access the general education curriculum and the Common Core
Learning Standards?
Active Teaching/
Modeling/ “I Do”:
- Demonstration
- Think Aloud
- Provide model
&/or rubric
Description of “I Do”: The teacher is showing the students how to
perform the skill (modeling or demonstrating the skill). The
teacher uses wording that is clear, consistent, and concise while
involving the students to ask questions.
Exemplary, Model or Rubric: Modeling consists of two
components: Demonstrating the skill and describing what is
being done. The describing component of the model is often
referred to as a think aloud.
Accommodations: Students with disabilities need varying
accommodations depending upon factors such as: prior
knowledge, physical concerns, IEP requirements, cognitive
levels, complexity of assignment, interest level, social skills,
social history, home support, class size, type of disability,
individual motivation and the type of presentation.
Strategies:
Technology/Equipment:
Guided Practice/
“We Do”:
Provide time for:
- Small group work
- Discussion
- Teacher/ student
observation &
feedback
Assess before
moving to
independent
practice
Guided practice is provided through the use of prompts.
Prompts can be physical or verbal. Visual prompts are always
written and serve the same function as verbal prompts to
increase student’s success as they practice a new skill.
Corrective feedback: Feedback has the goal of closing the gap
between students’ current performance and the desired
performance by information students whether an answer is
correct or incorrect.
Materials: Organization is the key.
Check for understanding: by providing and monitoring
unprompted practice
Accommodations:
Strategies:
Technology/Equipment:
Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014 Page 3
Involve Students
Independent
Practice/
Application/ “You
Do”:
Multiple practice
opportunities to
ensure success
(90%)
Unprompted practice will determine whether students can
perform the skill without any physical, verbal or visual prompts.
Task/Materials for independent practice: If the students have
shown that they can perform the skill with high rated of accuracy
during the unprompted practice.
Check for Understanding: Provide students with several
problems/tasks similar to the one presented during the model
and guided practice sections on the lesson, and ask them to do
them on their own.
It is useful to have students do one item at a time, followed by
checking their answers and providing feedback until they
consistently perform accurately.
Accommodations:
Strategies:
Technology/Equipment:
Lesson Closure
The closing of the lesson is brief. The teacher begins with a
short review of what was learned.
Summary: How students reflect on the learning by asking, “What
did you learn today about learning objective?
Accommodations:
Strategies:
Technology/Equipment:
Throughout lesson: Involve students. Monitor performance. Provide feedback
