Specially Designed Instruction (SDIs):

• Make sure SDIs (specially designed instruction) can be implemented into the general ed. classroom (for 11th/12th graders, also applicable to college). BE SPECIFIC.

• LOCATION: Location should be specific but appropriately inclusive. For example, “All Regular Ed Classes” or “All Classes” or “Learning Support Room” etc.

• FREQUENCY: Documentation of frequency should avoid vague terms like “as needed” even if frequency is not constant. Instead use terms like “each test/quiz” or “each homework assignment.” In some cases where being too specific may be unrealistic (or create likely compliance violations), it may be appropriate to write at teacher's discretion or at student's request. (NOTE: This was confirmed in consultation with a school solicitor, who also confirmed with another counsel.)

• PROJECTED BEGINNING DATE/ANTICIPATED DURATION: These dates usually are the same as the dates on the cover page (IEP Implementation Date & ANTICIPATED DURATION). Exceptions would be a later revision (new beginning date) or SDIs that for some reason are specifically time-limited (end of school year, etc.).

Related Services:

• Related Services: Leave this blank unless student receives related services (i.e. speech/language therapy, occupational therapy, school health services, adapted physical education, psychological services, counseling services, transportation, etc.).

• Supports for Personnel: includes in-service days, trainings, and any collaborative efforts that need to occur to maintain progress a0nd success

Extended School Year (ESY):

• Complete the ESY section (usually check box indicating the student does not qualify and then include the statement listed in the Related Services & ESY Bank).

NOTE:  The 2017 Endrew F. v. Douglas County School District supreme court case has implications for determining special education services: 1) services should address ALL of students' needs; 2) services should include evidence-based practices whenever possible.