SDI Bank
Adaptations, Strategies, and Accommodations
Embedded Files
These SDIs were revised in May 2021. The previous SDI bank (expanded form) can be found here.
Homework (appropriate for ALL students)
Homework (appropriate for ALL students)
All homework and independent assignments should meet the following criteria: 1) the student can successfully complete the assignment with no assistance; 2) can complete the assignment in a reasonable amount of time; 3) the assignment focuses on essential understandings and big ideas that have lasting relevance.
Placement
Placement
Access to LS room for IEP goal work, skills training, and support
Access to ES room for check-in/check out (CICO) and support
Flexible scheduling to address IEP priorities
Replacement special ed ___class
In-Class Instruction
In-Class Instruction
Modified curriculum (big ideas) w/ adapted tasks
Preferential seating to minimize distractions
Chunking of multi-step instructions and tasks
Directions given one step at a time, avoiding excessive language
Explicit instruction (I DO, WE DO, YOU DO)
Frequent comprehension checks
Extra response time to process information: ___
Slower rate of teacher speech (approx 120 wpm)
Guided notes provided by teacher
Thumbs up/thumbs down to encourage active participation
No requests for student to orally, publicly read in class
Use of calculator
Assignments
Assignments
Independent assignments adapted to reading level ____
Time in class provided for assignment completion
Adapted assignments (reduced complexity/big ideas)
Assignments chunked into small sections with time frames
Accuracy checks on assignments by teachers
Provision of exemplar(s) for projects/assignments
Oral review of written instructions
Review background/context prior to assigned readings
Monitor comprehension after assigned readings + review
Use of “Enable Dictation” Chromebook app
Graphic organizers for writing tasks
Extra set of textbooks for home
Writing graded on content, not spelling or grammar
Extended time to complete assignments
Visually uncluttered assignments/reduction of extraneous stimuli
Minimize work outside of class
Communicate assignments/to-do list with parent(s) & LS teacher in a mutually agreeable format (i.e., shared Google Doc, PowerSchool)
Grading & Assessments
Grading & Assessments
Visual review/summary prior to assessment
Chunked assessments w/ review prior to each chunk
Flexible grading (exempting or weighting tasks)
Flexible grading based on work completed
Alternative assessments on big ideas (need to know vs. nice to know)
Adapted assessments (i.e., fewer multiple choice, chunking, word banks, etc.)
Test format to tap recognition instead of constructed response
Assessments read aloud
Option to have assessments read aloud (request)
Extended time on assessments
Dictated responses allowed on assessments
Completed study guides provided prior to tests
Retesting allowed until mastery is demonstrated
Resubmission of assignments allowed for mastery
P/F grading option in computer class based on effort
Behavior & Focus
Behavior & Focus
Access to ES/LS room (or guidance office) to cool down/process feelings
Opportunities to help teacher with tasks
Opportunities for extra movement and brain breaks
Verbal prompts/visual cues to redirect to stay on task
Cool down card or use of visual cue when frustrated
Strategic breaks when demonstrating stress or distraction
Multiple options for academic tasks (student choice)
Frequent positive reinforcement & incentives
Correction sandwiched between positive affirmations
Discrete use of fidget items allowed
Student-requested brain-breaks
Redirection/prompts to increase positive self-talk
Reminders to wait to be called on (vs. blurting out)
Advance notice of change in plans/schedule
Social-Emotional skills training
Anger replacement training
Daily check-in and check-out in LS room
Weekly check-in to clean and organize materials
Attendance contract/token economy (identify motivators w/ interest inven.)
Additional Behavior (ODD, PDA, etc.)
Additional Behavior (ODD, PDA, etc.)
Emphasis on positive rapport, trusting relationships, and skill development
Calm tone of voice
Use PANDA: Pick battles (minimize rules, enable some choice & control, explain reasons, accept that some things can't be done), Anxiety Management (reduce uncertainty, recognize underlying anxiety & social/sensory challenges, think ahead, treat meltdowns as panic attacks - support throughout & move on), Negotiation & collaboration (keep calm, proactively collaborate & negotiate to solve challenges, fairness & trust are central), Disguise & manage demands (word & position requests indirectly, constantly monitor tolerance for demands & match demands accordingly, doing things together helps), Adaptation (try humor, distraction, novelty & roleplay, be flexible, have a plan B, allow plenty of time)
Disguised/managed demands (indirect requests, avoiding language that emphasizes mandatory compliance). For example, instead of saying “It’s time to get your book out” (trigger), say, “Let me help you get your book out.”
Collaborative approach to problem-solving (“What would help you right now? What could you do next time? Take time for yourself and we’ll figure this out together after.”)
Behavioral expectations reviewed collaboratively
Autism (behavioral SDIs appropriate for select students)
Autism (behavioral SDIs appropriate for select students)
Deliver valuable reinforcement for appropriate behavior on an intermittent schedule (catch * being good - use praise, proximity, smiles, thumbs up, etc., but keep it unpredictable - variable ratio gets best results). * needs their attention "tank" filled up and values adult attention.
Do NOT attend to * when he/she is yelling/talking out. Do not directly correct the misbehavior or talk about it. Instead, direct * to DO something instead. Provide simple, neutral, matter-of-fact directions with few words (i.e., "Sit here"). Direct w/out rewarding * with attention.
For disrespectful or inappropriate language, direct * to move to a quiet place away from people with NO discussion of why & NO explanation of rules. Direct * to do something (i.e., the task that he/she should have been doing). In general, withhold attention from inappropriate behavior when safe to do so.
After a few minutes of appropriate behavior, return * to his/her original seat. Direct * to do something. Continue to catch * being good.
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