
Paraprofessionals play a crucial supportive role in delivering Specially Designed Instruction (SDI) under the direct supervision of certified special education teachers. While they do not and can not plan or initiate SDI, they can reinforce and practice skills with students to help them achieve their Individualized Education Program (IEP) goals.
Let’s take a look at the role of paraprofessionals in SDI and a few examples of what that might look like.
The Role of Paraprofessionals in Delivering SDI
- Modeling by the Special Education Teacher:
- The special education teacher must first design and deliver the SDI directly to the student. This ensures that the instruction aligns with the student’s IEP goals and is tailored to their specific needs.
- Paras observe this instruction to understand the content, methodology, and delivery.
- Reteaching by the Paraprofessional:
- After observing the special education teacher, paras can reteach or reinforce the skills or concepts, ensuring they use the same methods modeled by the teacher.
- This ensures fidelity to the instructional approach and consistency in delivery.
- Guidance and Supervision:
- The paraprofessional works under the direct supervision of the special education teacher, who remains responsible for planning, monitoring progress, and making instructional adjustments as needed.
- Prohibited Roles for Paraprofessionals:
- Paras cannot independently design SDI or decide on instructional methods.
- They should not provide initial instruction for new concepts or skills outlined in the IEP.
Why This Process is Necessary
Accountability: The special education teacher retains responsibility for the instruction, ensuring compliance with IDEA and the IEP.
Consistency: By following the modeled instruction, paras ensure the student’s experience is cohesive and aligns with the IEP.
Fidelity: It maintains the integrity of the instructional strategies designed by the special education teacher.
You’re absolutely right! Paraprofessionals (paras) can play a supportive role in providing Specially Designed Instruction (SDI), but it must follow a specific sequence and under the direct guidance and oversight of the special education teacher. Here’s how this works and why it aligns with best practices:

The Role of Paraprofessionals in Delivering SDI
- Modeling by the Special Education Teacher:
- The special education teacher must first design and deliver the SDI directly to the student. This ensures that the instruction aligns with the student’s IEP goals and is tailored to their specific needs.
- Paras observe this instruction to understand the content, methodology, and delivery.
- Reteaching by the Paraprofessional:
- After observing the special education teacher, paras can reteach or reinforce the skills or concepts, ensuring they use the same methods modeled by the teacher.
- This ensures fidelity to the instructional approach and consistency in delivery.
- Guidance and Supervision:
- The paraprofessional works under the direct supervision of the special education teacher, who remains responsible for planning, monitoring progress, and making instructional adjustments as needed.
- Prohibited Roles for Paraprofessionals:
- Paras cannot independently design SDI or decide on instructional methods.
- They should not provide initial instruction for new concepts or skills outlined in the IEP.
Why This Process is Necessary
- Consistency: By following the modeled instruction, paras ensure the student’s experience is cohesive and aligns with the IEP.
- Fidelity: It maintains the integrity of the instructional strategies designed by the special education teacher.
- Accountability: The special education teacher retains responsibility for the instruction, ensuring compliance with IDEA and the IEP.
Examples of Paras Providing SDI to Students
1. Reading
IEP Goal: Improve reading fluency to 90 words per minute with 95% accuracy.
Paraprofessional’s Role:
- Facilitate Practice Sessions: Conduct repeated reading exercises using passages provided by the special education teacher.
- Monitor Progress: Record the student’s reading speed and accuracy during sessions to share with the supervising teacher.
- Provide Feedback: Offer immediate, constructive feedback based on guidelines from the special education teacher.

2. Writing
IEP Goal: Compose a coherent paragraph with a clear topic sentence, supporting details, and a conclusion in 4 out of 5 attempts.
Paraprofessional’s Role:
- Reinforce Editing Skills: Help the student apply editing strategies to identify and correct errors, as modeled by the teacher.
- Guide Use of Graphic Organizers: Assist the student in organizing their thoughts using tools introduced by the special education teacher.
- Support Writing Process: Oversee drafting sessions, ensuring the student follows the structure taught.
3. Math
IEP Goal: Solve multi-step word problems with 80% accuracy.
Paraprofessional’s Role:
- Review Problem-Solving Steps: Lead the student through the specific strategies taught by the special education teacher.
- Use Manipulatives: Assist the student in using visual aids or manipulatives to understand abstract concepts, as introduced in SDI sessions.
- Practice Additional Problems: Provide extra problems for practice, ensuring the student applies the correct methods.
4. Behavior
IEP Goal: Increase on-task behavior during independent work periods to 90% of the time.
Paraprofessional’s Role:
- Implement Behavior Plans: Apply specific reinforcement strategies designed by the special education teacher.
- Monitor and Record Behavior: Keep detailed records of the student’s on-task and off-task behaviors for analysis.
- Provide Prompts and Cues: Use agreed-upon signals to redirect the student when they become off-task, as part of the behavior intervention plan.

Best Practices for Using Paraprofessionals in SDI
- Provide Clear Training and Modeling:
Special education teachers should train paras on how to deliver SDI with fidelity, using clear examples and expectations. - Document Roles and Responsibilities:
The IEP team should clarify what parts of the SDI process the para will support and how their role fits within the overall implementation plan. - Ongoing Collaboration:
Regular check-ins between the special education teacher and the para ensure any challenges or questions about delivery are addressed. - Progress Monitoring:
While the para may assist in gathering data (e.g., through observations or work samples), the special education teacher is responsible for analyzing this data and adjusting instruction.
When paras are under the direct supervision of a special education teacher, given proper training and collaboration, they can effectively support the delivery of SDI, helping students with disabilities achieve their IEP goals.