Pre-Convention Workshop 13: Specially Designed Instruction & Legal Compliance: From IEP Alignment to System-Wide Integration

*Additional Ticket Required This session is designed for both special education administrators and special education teachers seeking to strengthen the alignment of Specially Designed Instruction (SDI) with legal requirements and high-quality instructional practice. The session begins with a clear breakdown of the Individuals with Disabilities Education Act (IDEA) requirements for SDI and introduces the Two-Step Test as a practical tool to verify that SDI is properly linked to a student’s present levels of performance, annual goals, and services in the IEP. Participants will explore legal pitfalls when SDI is not implemented with fidelity, using case law and real-world examples to identify how legal missteps can occur—and how to avoid them. The session then shifts from compliance to practice: What does strong SDI look like in real classrooms? How can educators design and monitor SDI using evidence-based practices? How can administrators support that work systemically? Special emphasis will be placed on building shared leadership between administrators and teachers, aligning SDI with Multi-Tiered Systems of Support (MTSS), universal screening, and professional learning communities (PLCs). Participants will leave with an actionable framework for classroom- and system-level implementation that promotes both legal defensibility and improved student outcomes. Target Audience: Special education teachers, instructional specialists, special education coordinators, and administrators responsible for the development, implementation, and oversight of IEPs and SDI. Learning Objectives: By the end of this session, participants will be able to: 1. Identify the legal foundations of Specially Designed Instruction (SDI) as defined in IDEA and interpreted through key case law. 2. Apply the Two-Step Test to ensure that SDI is legally compliant and clearly connected to present levels, annual goals, and IEP services. 3. Evaluate the risks of noncompliance with SDI mandates and use structured frameworks to make defensible service decisions. 4. Design effective SDI at the classroom level using aligned evidence-based practices, instructional adaptations, and formative assessments. 5. Collaborate across roles—teachers and administrators—to embed SDI within broader schoolwide systems, including MTSS and PLCs. 6. Communicate the role of SDI as both an instructional necessity and a legal requirement to stakeholders including families, general education staff, and district leadership. Session Format: • Part I: SDI & Legal Foundations Focused on IDEA requirements, the Two-Step Test, and case law. Includes legal risk scenarios and interactive compliance exercises. • Part II: SDI in the Classroom Practical design of SDI connected to PLAAFPs, goals, and instruction. Participants work through classroom examples and progress monitoring tools. • Part III: From Classroom to System Strategies for embedding SDI into MTSS and PLCs, supporting fidelity across classrooms and schools, and engaging in collaborative planning between teachers and administrators.