SDI Planning Tool: Designing Specially Designed Instruction Across Content Areas

All Grades · Cross-Content · NYS 8 NYCRR Part 200 / IDEA 2004 · Teacher Reference

This resource is a teacher planning tool, not a student-facing worksheet. It is designed to help general and special educators design and document SDI aligned with 8 NYCRR 200.4 and IDEA requirements.

Regulatory Foundation

8 NYCRR 200.4(d)(3) — Specially Designed Instruction (SDI): Adapting, as appropriate, the content, methodology, or delivery of instruction to address the unique needs of a student with a disability resulting from the disability, to ensure access to the general education curriculum.

IDEA 2004 §300.39 — SDI means adapting content, methodology, or delivery as appropriate to the needs of an eligible child.

Three Legal Dimensions of SDI:

Content — WHAT is taught (depth, complexity, prerequisite knowledge, vocabulary)
Methodology — HOW it is taught (instructional approach, materials, grouping, pacing)
Delivery — HOW instruction reaches the student (setting, format, mode of response, scheduling)

How to Use This Tool

This planning tool provides a structured framework for designing SDI. Use it during lesson planning, IEP development, and co-teaching collaboration.

SECTION 1 — Student Learning Profile Summary

Complete once per student; update at each IEP review.

Field	Response
Student’s disability category
Primary areas of need (academic, functional)
Key present levels (reading, writing, math, communication, behavior)
Learning strengths
Preferred modalities
Assistive technology in use
Language background (home language, NYSESLAT level if applicable)

SECTION 2 — SDI Planning Matrix

Use this matrix for any lesson. Complete for each SDI dimension needed.

A. CONTENT Adaptations

What is being adapted in what is taught?

Adaptation Type	Description	When to Use
Reduce scope	Teach subset of content (e.g., 2 vocabulary words instead of 10)	Significant cognitive disability; severe learning disability
Pre-teach vocabulary	Introduce key terms before the lesson	Language-based learning disability; MLL with IEP
Provide prerequisite support	Fill gaps in prior knowledge before grade-level content	Gaps from interrupted schooling, significant disability
Modify complexity	Reduce complexity of text, math, or tasks while maintaining grade-level concept	Learning disability; processing disorder
Concrete-to-abstract progression	Teach concept with concrete models first	Intellectual disability; dyscalculia

Planned Content Adaptation for this lesson: ____________________________________________

B. METHODOLOGY Adaptations

How is instruction being adapted?

Adaptation Type	Description	When to Use
Multisensory instruction	Visual + auditory + kinesthetic presentation of concept	Dyslexia; autism; multiple learning styles
Explicit instruction	Broken-down, step-by-step direct teaching with frequent checks	Learning disability; ADHD; processing disorders
Graphic organizers	Visual structure for organizing information	Language processing; executive function deficits
Worked examples	Model completed examples before student attempts	All learning disabilities; anxiety-related avoidance
Chunking	Break tasks into smaller parts with checkpoints	ADHD; working memory deficits
Peer-mediated instruction	Strategic pairing with a peer model	Social skills deficits; language needs; motivation
Errorless learning	Pre-teach responses to prevent error patterns	Intellectual disability; significant learning delays

Planned Methodology Adaptation for this lesson: _______________________________________

C. DELIVERY Adaptations

How is instruction reaching the student?

Adaptation Type	Description	When to Use
Reduce group size	1:1, small group, or pullout for targeted skill	Any time the student cannot access whole-class instruction
Extended time	Allow additional time for all or specific tasks	Processing disorders; dyslexia; anxiety
Alternative response mode	Allow verbal, drawn, pointed, or AAC response	Motor disability; written output difficulties
Preferential seating	Seat student for proximity, reduced distraction	ADHD; sensory processing; hearing/vision impairment
Scheduled breaks	Build in sensory or movement breaks	ADHD; autism; anxiety
Read-aloud	Teacher or text-to-speech reads text aloud	Dyslexia; visual impairment; language-based LD
Frequent check-ins	Brief, private comprehension checks during lesson	ADHD; anxiety; learning disability

Planned Delivery Adaptation for this lesson: _________________________________________

SECTION 3 — SDI Documentation Note

Use this template language in lesson records or IEP progress notes:

“On [date], [student name] received Specially Designed Instruction in [subject] addressing [area of need]. SDI dimensions included: [content/methodology/delivery]. Specific adaptations: [list]. Student [demonstrated/did not demonstrate] [objective]. Next steps: [continued/modified] SDI.”

SECTION 4 — SDI vs. Accommodation: Know the Difference

SDI	Accommodation
Changes WHAT or HOW a student is taught	Changes HOW a student accesses or demonstrates learning
Requires specialized skill (IEP mandated)	Does not change instruction — extends or adjusts access
Examples: modified content, different methodology	Examples: extra time, preferential seating, text-to-speech
Must be provided by or under supervision of licensed special educator	Can be provided by any teacher or aide
Documented in IEP as SDI goals and services	Documented in IEP as accommodations list

MLL + IEP Intersection

When a student is both an MLL/ELL AND has an IEP, SDI must address BOTH the disability-related needs AND the language acquisition needs. These are distinct and additive:

Language support (per NYSESLAT level) is NOT SDI — it is ENL service
SDI addresses the disability-specific learning barrier
Co-planning between ENL teacher and special educator is essential

Alignment Record

Field	Value
Regulatory Codes	8 NYCRR 200.4(d)(3); IDEA 2004 §300.39
Framework	NYS Special Education Regulations / IDEA 2004
Source	nysed.gov — NYS Office of Special Education; 34 CFR Part 300
Confidence	High Confidence
Validation Notes	8 NYCRR 200.4 confirmed as the NYS SDI regulatory authority. IDEA §300.39 confirmed. Three dimensions (content, methodology, delivery) directly from regulatory text. MLL/IEP intersection note is factually grounded in current NYSED guidance.