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Chicago Public Schools

Program Development/ Cognitive Disabilities and Autism - Review all IEPs prior to using this rubric.

Teacher's Name: School:


Program Type: Level: Room #

Staffing Allocations
Number of Teachers: Number of Paraprofessionals:
Number of Students:
Students' Names:

Staff Trainings Recommended/Completed

Recommended Professional Development: Date:

Recommended Professional Development: Date:

Recommended Professional Development: Date:

Recommended Professional Development: Date:

Recommended Professional Development: Date:

Recommended Professional Development: Date:

Recommended Professional Development: Date:

Recommended Professional Development: Date:

Recommended Professional Development: Date:

Page 1 of 43
Chicago Public Schools
Program Development/ Cognitive Disabilities and Autism - Review all IEPs prior to using this rubric.

Page 2 of 43
OSES Significantly Modified Curriculum Classroom Tool

Environment Not present (1) Emerging (2)

1a. The classroom is organized and The classroom is unorganized and Materials are organized though may not be
clutter free. cluttered. No labels on materials or labeled. Similar materials may not be grouped
areas. Similar materials are not by each other.
grouped together. Room is not
appealing or engaging. Very
distracting.

1b. The classroom has clearly The classroom has no defined areas. Classroom has structure though areas may be
defined areas. not defined.

1c. The furniture is age/size- no


appropriate and accessible.

1d. Children have a positioning Children are in wheelchairs or one Children are repositioned throughout the day.
schedule and use of a variety of form of equipment all or most of the There may not be an official schedule of use or
seating and positioning equipment day. enough equipment. Students may be able to
(for children with physical make choices from appropriate positioning
disabilities. This should also be options for a given activity.
indicated in the IEP).

1e. There is collaboration with the There is no evidence of There may be some evidence of collaboration
PT and/or OT regarding the collaboration with an OT or PT with a PT or OT , though there may be not be
positioning and/or seating of regarding the positioning needs of follow through with suggestions of enough
students with physical disabilities. students (per IEP). collaboration. (per IEP)
(per IEP)

Page 3 of 43 Environment
OSES Significantly Modified Curriculum Classroom Tool

Environment Not present (1) Emerging (2)

1f. A calming/sensory area present There is no space in the room There is an area in the room designated for
and sensory items are available designated for quiet time, calming quiet time, calming or sensory needs. There
or sensory needs. Materials that are no, few, or not appropriate sensory
could be used for sensory input are materials in this area that may be needed for
not readily available. calming or sensory needs. Area may only be
used during scheduled time.

1g. Transitions are short and There is evidence of periods of time Students may transition only when adults tell
structured and not excessive. where the wait time is causing them. Transitions may not have warning. Part
students to lose focus, get upset, or of the school day may be spent without
leave area. The number of structured activities or other activities related
transitions are more then children to the IEP.
can tolerate. Transitions occur when
not scheduled. Most of the day is
spent in activities not related to the
IEP.

1h. The Classroom schedule is There is no sign of a classroom The classroom schedule is available, though
posted and utilized schedule being available. may be in a format that is meaningless to the
students in the classroom. The schedule may
only be posted and not previewed or referred
to or only occasionally.

1i. Individual schedules are utilized There is no sign of individual Individual schedules may be available, though
(per IEP). schedules available (as indicated in in formats that may be meaningless to the
IEPs) students in the classroom. (example: use of
only written words for students who may not
be able to read). The schedules are created
though not used, viewed or manipulated or
only occasionally.

Page 4 of 43 Environment
OSES Significantly Modified Curriculum Classroom Tool

Environment Not present (1) Emerging (2)

1j. Students are informed and Changes are not indicated in any Changes are indicated on schedules though
prepared when there are changes or way in the classroom or individual may not be addressed. There may not be
modifications in their daily schedules. additional preparation for change.
schedules

1k. Evacuation plan is available. There is no sign of an evacuation There may be a list available of students who
plan available for students with a will need special provisions in order to safely
physical or cognitive disability. evacuate in case of an emergency.

1l. The classroom is located by No


other classrooms of their grade
appropriate non-disabled peers.

1m. The classroom size is conducive No


to learning.

Page 5 of 43 Environment
OSES Significantly Modified Curriculum Classroom Tool

Meets/ Exceeds (3)

Materials are labeled and organized. Materials are


accessible for teachers and students. Materials are
stored where they will be used. Similar materials are
stored/grouped together. The room is attractive, clean,
and clutter free. Distracting materials are out of sight.

The classroom is clearly defined/segmented (tape, signs,


labels, positioning of furniture) designated areas are
apparent upon entry to room.

yes

Children follow a positioning schedule and use multiple


positioning equipment throughout the day.
Photographs of appropriate positioning of each student
in the equipment are available. Students are allowed to
make choices of positioning equipment that is
appropriate for a given activity when possible.

There is evidence of collaboration with the OT and/or PT


(per IEP). The recommendations are being utilized within
the classroom. The teacher can go to the PT and/or OT
when needing assistance with additional input.

Page 6 of 43 Environment
OSES Significantly Modified Curriculum Classroom Tool

Meets/ Exceeds (3)

There is a designated space in the room where students


can have time to calm down, maintain, or control
themselves. Students can choose this area when
needed, there may be scheduled times to use, or adult
directed times as well. Sensory materials are available
and present in this area. Sensory activities may also be
built into instruction (examples: movement among tasks,
heavy work-load activities, etc)

Classroom transitions are appropriately structured for


student’s needs (transition items used, first-then
language and visuals used, cues, etc). Students are
prepared for transitions (predictability, timers, visuals,
etc.). Transitions occur quickly without wait time.
Students are prepared for transitions when possible.
Students transition independently as possible. The
majority of the school day is devoted to instruction.
(as indicated in an IEP as to how many transitions a
child can tolerate and how transitions should occur).

The classroom schedule is consistent, clear, predictable,


and present in a format that is meaningful to the
students in the class (objects, pictures, words, brail,
tactile, etc). Students preview and review schedule
periodically. Sequencing concepts are taught and
implemented (first, then, start, finished, etc).

Individual schedules are consistent, clear, predictable,


and present in a format that is meaningful to each
student in the class (objects, pictures, words, tactile,
etc.). Students preview and review their schedules
periodically. Sequencing concepts are taught and
implemented (first, then, start, finished, etc).

Page 7 of 43 Environment
OSES Significantly Modified Curriculum Classroom Tool

Meets/ Exceeds (3)

Changes or modifications in schedules are highlighted


within schedules with as much advanced warning as
possible to prepare students for any altering of their
schedule. Additional attention is provided to teach
children to transition during changes.

Evacuation plan is available with list of students who will


need special provisions in order to safely evacuate.
Each student’s schedule includes their location and time
of the day, along with staff assigned to students. The
plan should state each person’s function in assisting
during an evacuation. These plans are kept in the EEP
(emergency evacuation plan) located in the main office,
case manager's office and the classroom.

yes

Yes

Page 8 of 43 Environment
OSES Significantly Modified Curriculum Classroom Tool

Behavior Not present(1) Emerging (2)

2a. Classroom rules are Rules are not posted or Rules may be posted in the
positively stated and posted are inappropriate classroom. Rules may be stated in a
in meaningful formats of (consider age and negative manner (what not to do).
each. method) for the
students in the
classroom.

2b. Reinforcements for Reinforcements are Reinforcements may be determined


students are utilized to not used. It is not clear though may not be updated when
maximize on-task behavior what reinforcements they are no longer working.
and task completion. are to be used for Reinforcements may be used.
specific students.

2c. Interventions indicated no


in students’ behavior
intervention plans (BIP per
IEPs) are being utilized and
monitored through data.

Page 9 of 43 Behavior
OSES Significantly Modified Curriculum Classroom Tool

Behavior Not present(1) Emerging (2)

2d. All adults provide Adults are Adults consistently notice when
consistent, well planned inconsistent and do students misbehave but may fail to
reinforcements for not follow through with recognize appropriate behaviors.
appropriate behaviors and consequences for Adults may follow through most of
consequences for appropriate or the time when managing student
inappropriate behaviors. inappropriate behavior and providing
behaviors. There is no consequences.
consistency observed
in the way the various
adults interact with
children.

2e. Adults utilize high rates There was no Responses to behaviors may be
of praise and positive indication of positive mostly positive with limited negative
interactions. praise. responses.

2f. Tangible reinforcements Instruction does not Some systematic fading of prompts
are faded to more natural demonstrate may occur though prompts may not
social reinforcements when intentional systematic entirely be removed.
indicated. fading of prompts.

Page 10 of 43 Behavior
OSES Significantly Modified Curriculum Classroom Tool

Meets/ Exceeds (3)

Classroom rules are positively stated and posted.


Rules are represented in a manner that is meaningful
to students. Expectations are high. Rules are
addressed and referenced throughout the day. (if IEP
indicates the need for visual representation)

Positive reinforcements are individually identified and


used to maximize student’s on-task behavior and task
completion. These reinforcements are updated when
the student no longer responds positively. Students
are provided frequent feedback on appropriate
behaviors and task completion and high levels of
reinforcements are present. Students are aware of
what they are working for. (Reinforcements specific to
BIP per IEP are observed)

yes

Page 11 of 43 Behavior
OSES Significantly Modified Curriculum Classroom Tool

Meets/ Exceeds (3)

All adults reinforce students for appropriate behavior


as consistently as they notice target problem
behaviors. All adults consistently follow-through with
planned consequences for inappropriate behavior
(planned ignoring, redirecting, work systems, data,
etc). All adults are aware of any behavior plans,
student reinforcements, and when data needs to be
taken.

Positive feedback is provided for acceptable behavior


in at least a 5 to 1 ratio. Requests are stated in a
positive manner. Redirection may be used rather than
reprimand. Adults reinforce student’s positive
behaviors rather then reprimand other student’s
misbehaviors.

Instruction demonstrates intentional systematic fading


of prompts. Reinforcers are consistently paired with
natural consequences. As often as possible, naturally
occurring reinforcers are used to increase student
learning and performance.

Page 12 of 43 Behavior
OSES Significantly Modified Curriculum Classroom Tool

Communication Not present (1) Emerging (2)

3a. All students have a Many students in the classroom do Some students may have a functional
functional means of not have a functional means of means of communicating. There may
communication. communication. Students do not be no system in place for teaching a
have access to any augmentative or functional form of communication for
alternative means of communication those students who do not have a
as required by IEP. functional means of communicating.

3b. There is collaboration There is no evidence of collaboration Collaboration with the speech therapist
with a speech therapist on with the speech therapist regarding may occur, though either not enough
strategies and the students' communication needs. or there is no evidence of follow
accommodations to use to through.
increase the students ability
to communicate.

3c. Instruction, language Staff does not model appropriate uses Adults may initiate opportunities for
stimulation, and of alternative or augmentative interaction throughout most activities
opportunities for communication. Adults do not interact but may not always wait for some type
communication are modeled or communicate with students unless of response. Adults may miss some
and provided using a variety they are giving directions or providing opportunities for communication,
of modalities. instruction. interactions and modeling. Adults may
communicate with students with a
variety of modes per IEPs.

Page 13 of 43 Communication
OSES Significantly Modified Curriculum Classroom Tool

Communication Not present (1) Emerging (2)

3d. Opportunities are There is no indication of children At times students are being presented
provided throughout the day being allowed to make choices or with choices. Students may only be
for the student to make choices are being ignored. allowed to make choices during
choices as a means of structured activities.
encouraging communication.

3e. Daily activities encourage Students are not expected to Students may be expected to use their
vocabulary communicate during daily activities. existing vocabulary and expansion
expansion/growth; focusing activities may be worked on in isolation
on both receptive and or limited context.
expressive language.

Page 14 of 43 Communication
OSES Significantly Modified Curriculum Classroom Tool

Meets/ Exceeds (3)

All students have a functional means of


communication. The staff is working closely with
the speech therapist to work on functional
communication. AAC (alternative alternate
communication) referrals have been made when
necessary. Students have access to augmentative
and alternative communication required by IEP.

There is evidence of collaboration with the speech


therapist regarding the students communication
needs and there is follow through with
recommendations .

Adults create opportunities for and encourage


conversation, interactions, and responses. Adults
encourage communication using total
communication (gestures, signs, pictures, AAC
devices and spoken language). Adults expect and
wait for responses from students throughout all
contexts. Adults respond to student’s verbal and
nonverbal communication.

Page 15 of 43 Communication
OSES Significantly Modified Curriculum Classroom Tool

Meets/ Exceeds (3)

Frequent opportunities are provided for students


to make choices throughout the day and in all
contexts (more the just, "what do you want to
do?").

During daily activities, students are expected to


use existing vocabulary (spoken, sign, gestures,
icon) and are encouraged to expand grammatical
structure and sophistication.

Page 16 of 43 Communication
OSES Significantly Modified Curriculum Classroom Tool

Not present (1) Emerging (2)


Instruction
4a. A hard copy or electronic No
copy of the most current IEP
for each student can be
accessed within the
classroom.

4b. At minimum, progress No


reports and IEPS are updated
in accordance with the schools
progress reporting schedule.

4c. Multi-sensory materials Multi-sensory materials and Some multi-sensory materials and
and supports (visual, tactile, supports are not present through supports may be provided to clarify
auditory, etc.) are used for out the classroom environment. requests, give directions, provide
instruction. Visual or tactile supports are not instruction, communicate, and
used when making requests, encourage participation as
giving directions, providing determined by the whole group.
instruction, communicating and
encouraging participation despite
the need for such support by one
or more students. Adults rely on
talking to convey information.

Page 17 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool

Not present (1) Emerging (2)


Instruction
4d. Age appropriate Materials and activities are not Some materials in the classroom may
instructional activities and age appropriate. The classroom not be age appropriate. Some
materials are utilized to meet visuals are inappropriate for the activities are not age-appropriate.
IEP goals. age of students in the classroom.

4e. Adults provide adequate There is no indication of Some students may not be given
time for students to respond. individualized wait time for sufficient time to process or all of the
students to process and respond. appropriate means to respond.
The appropriate means for a Students may be required to wait
student to respond are not until all students respond.
present (AAC, pictures, visuals)

4f. Student’s attention is Instruction is provided without Instruction may be provided without
consistently captured and capturing student’s attention. first capturing the attention of all
directed towards instruction. Students are rarely engaged. students. Not all students may be
engaged.

4g. Student errors are Errors are left uncorrected. Some errors may be corrected. Re-
systematically corrected. Information is not re-taught. teaching may be completed in the
same manner as the initial
instruction.

Page 18 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool

Not present (1) Emerging (2)


Instruction
4h. Instruction includes many Instruction is not provided in a Instruction may be provided in
opportunities to practice new variety of environments with a limited environments and may be
skills and generalize these variety of people. There are no provided with multiple staff.
skills in multiple opportunities for practice.
environments.

4i. On-going data collection is There is no indication of data Data may be sporadically collected.
occurring. being taken. There is no There may be data sheets, logs, and
indication of data logs or charts. charts available.

4j. Data is reviewed and There is no indication of data Sporadic data may be collected, and
changes to instruction are being reviewed or instruction it may not provide a full picture of
made when needed. being modified. student progress. Data may be tallied
and summarized and shared with
other team members. Some changes
or adjustments may be made.

4k. Grades are entered into No


Gradebook for all students
across all core areas.

Page 19 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool

Not present (1) Emerging (2)


Instruction
4l. Instruction maximizes Students are not actively involved Instruction may provide frequent
opportunities for keeping in instruction for the majority of opportunities for students to be
students engaged in learning. the day. There is not a high rate engaged in learning. Some
of success. Instructional pace is strategies may be used to support
too slow. There is no evidence of engagement. Instructional pace could
hands-on activities. be improved. Students may not be
engaged while they wait for others to
finish. Some activities may provide
hands-on learning opportunities.

4M. Classroom assessments There is no evidence of formal and/or Some formal and/or informal assessments
are used. informal assessments being used. may be used.

4n. All students participate in No


district wide assessments or
an appropriate alternative
assessment.

4o. All students in grades 3-8 No


and 11 participate in state
wide assessments.

Page 20 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool

Not present (1) Emerging (2)


Instruction
4p. There are age-appropriate There is no evidence of age- The classroom may have grade level text
grade level text books for all appropriate grade level text books for books for all core curriculum areas , though
curriculum areas in all core curriculum areas in the may not be age-appropriate. Text books
classrooms and students have classroom. may not be accessible for students. Text
access to them. books may be present though not utilized at
any level.

4q. Instruction is conducted There is no evidence of instruction Most instruction is presented individually,
using flexible grouping. being presented using flexible leaving many students not engaged and not
grouping. Schedules do not reflect learning how to work in groups. There may
flexible grouping for instruction. be some small group instruction taking
place. Schedules make minimal use of
flexible grouping for instruction.

4r. Lesson plans are present. No

Page 21 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool

Not present (1) Emerging (2)


Instruction
4s. Students participate in all Students do not participate in all non- Students may participate in a minimal
non-core academics (music, core academics. Students may amount of non-core academics. Students
library, gym, art, etc) at a participate with non-disabled peers, may participate with non-disabled peers,
level indicated in the IEP. though not age appropriate. Students though not age appropriate.
may participate with a group that
exceeds 30% special education
students without IEP goals and support
and specialized instruction.

4t. There is collaboration with There is no evidence of the special There may be some collaboration with
the general education teacher education teacher participating in any general education peers, though not at the
regarding grade level grade level meetings or collaborating appropriate level.
curriculum. with grade level teachers.

Page 22 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool

Meets/ Exceeds (3)

Yes

Yes

Multi-sensory materials and supports are used when


making requests, giving directions, providing instruction,
encouraging participation, and communication. Supports
are modified for student’s individual needs (pictures, words,
gestures, icons, sign language, Braille, tactile, etc).

Page 23 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool

Meets/ Exceeds (3)

Academic activities are aligned with grade level standards


and IEP goals. Differentiated instruction is observed.
Materials used are age appropriate. The classroom visuals
are age appropriate.

Students are provided with sufficient time to process and


respond. The time is adjusted for the individual needs of
each student. Students are engaged and do not have to
wait for all students in class to respond. Students are
provided with the appropriate mode of communication and
instruction allowing them to actively participate in learning
(pictures, AAC, auditory, visuals, etc.).

Student attention is consistently captured and directed to


instruction. Adults incorporate strategies to maintain
student attention. Teachers use student’s interests
purposefully throughout instruction. Students are engaged.
Teacher maximizes levels of engagement and student
responses.

When errors occur students are systematically corrected


and then re-taught through modeling, leading, and
practicing. Re-teaching is often completed in a manner
different then originally taught. Reinforcers are increased.

Page 24 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool

Meets/ Exceeds (3)

Instruction is provided in a variety of environments with a


variety of different staff. Generalization of skills is
reinforced. Many instructional skills are taught in their
natural environment. There are many opportunities to
practice these skills.

Adults are observed collecting data at least weekly on IEP


skill acquisition. Sufficient data is collected to provide
complete picture of the student’s progress.

Sufficient data is collected to provide a complete picture of


student’s progress. Data review is on-going and shared with
parents and team members. Data is used to make decisions
to modify instruction or manage behaviors.

Yes

Page 25 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool

Meets/ Exceeds (3)

All instruction maximizes opportunities for students to be


actively engaged in learning. and hands-on active learning.
Differential instruction is used to promote frequent
responding. Multiple strategies are used to enhance
engagement. Students are engaged in other activities while
waiting for others to finish. A variety of levels of prompts
are utilized. Many activities provide hands-learning
opportunities.

A variety of formal and informal assessments are developed and


used.

Yes

Yes

Page 26 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool

Meets/ Exceeds (3)

Age-appropriate grade level text books for all core curriculum areas
are in the classroom. Students have access to the books. Books are
used at some level with appropriate adaptations, accommodations
and/or modifications (per IEP) to provide students access tot he
general education curriculum.

Instruction is provided using flexible grouping. Students are learning


in full class, small groups, and/or individual sessions based on the
activities and student's tiered needs. Instruction is differentiated to
meet the needs of all students (as indicated in the IEP). Schedules
reflect flexible grouping in all subjects.

Yes

Page 27 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool

Meets/ Exceeds (3)

Students participate in all non-core academics (music, library, gym,


art, etc.) in a way indicated in the IEPs. When IEPs indicate
participation with non-disabled peers for non-core academics, this is
done with age appropriate peers with the appropriate supports
indicated in the IEP. When IEPs indicate that individual students
cannot participate with their age-appropriate non-disabled peers for
non-core academics then these students have specialized instruction
from a special education teacher and goals in the IEP (for these non-
core academic classes). This also includes a clear plan as to how to
increase participation. When non-core academic classes exceed 30%
special education students, there is a special education teacher
instructing these classes and the appropriate supports are indicated in
the IEP.

The special education teacher is involved in age appropriate grade


level common planning time or has set up times in which the
teachers collaborate regarding grade level curriculum.

Page 28 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool

Not present (1) Emerging (2)


Social Skills

5a. Opportunities for There is no indication of Opportunities to interact with age-


interaction with age opportunities to interact with non- appropriate non-disabled peers may be
appropriate non-disabled disabled peers. limited to hallway and lunch room. Other
peers are provided per the times may be available per the IEP,
IEPs. though more opportunities could be
explored.

5b.Developmentally There is no evidence of social Social skills may be explicitly taught


appropriate social skills are skills being explicitly taught. during specific times of the day (e.g.
taught, modeled, promoted, social skills activities). Social situations
and practiced. may be explained and taught when they
become problematic.

5c. There is collaboration There is no evidence of Collaboration with the social worker may
with the social worker collaboration with a social worker occur, though either not enough or there
regarding accommodations regarding the students' social is no evidence of follow through.
and strategies for social skills needs
skills instruction.

Page 29 of 43 Social Skills


OSES Significantly Modified Curriculum Classroom Tool

Meets/ Exceeds (3)

Opportunities to interact with age-appropriate non-


disabled peers is observed. Students are provided
with the appropriate amount of support to
maximize success in the general education
environment as indicated in the IEP.

Student’s social abilities are individually assessed


and critical social skills are explicitly taught
throughout the school day. Every interaction is
treated as an opportunity to teach, practice and
reinforce social behavior. Many different strategies
are observed (social stories, scripting, video taping,
modeling, and practicing) to teach appropriate
social skills.

There is evidence of collaboration with the social


worker regarding the students' social skills needs
and there is follow through with
recommendations .

Page 30 of 43 Social Skills


OSES Significantly Modified Curriculum Classroom Tool

Not present (1) Emerging (2)


Other

6a. Adult’s verbal There is no evidence of sequential There is minimal evidence of sequential
communication to language being used. There is no language. There may also be minimal
students is sequential evidence of direct instruction and direct instruction and adult modeling of
and direct, modeling adult modeling of appropriate word appropriate word usage and language
appropriate speech. usage and language

6b. Adults communicate Adult’s tone of voice when While inconsistent, adults appear to be
to students with respect. communicating to students is too enthusiastic about instruction. Adults
loud, suggests disinterest, or is may use appropriate tone of voice
monotone. Adults talk at or about during most instruction.
students rather than to them.
Person/private issues are discussed
within proximity of students.

6c. Teachers and Adults talk amongst themselves on Adults may have minimal side
paraprofessionals subject matter other then students conversations not related to students
communicate within the and academic tasks. and academic task.
classroom in a
professional manner.

Page 31 of 43 Other
OSES Significantly Modified Curriculum Classroom Tool

Not present (1) Emerging (2)


Other

6d. All adults in the There is no sign of adult classroom Adults may have schedules, though
classroom have and schedules being available or used. may not be specific enough to indicate
follow a schedule. what they are to be doing or with which
children. Schedules may be available
though not followed.

6e. When appropriate, There is no evidence of a Teacher may communicate to parents


there is a home/school home/school communication system only about problems the child is
communication is in being used and is required by IEP experiencing through a home/school
place. communicate system. The parent may
not be expected to respond.

Page 32 of 43 Other
OSES Significantly Modified Curriculum Classroom Tool

Meets/ Exceeds (3)

There is evidence of sequential language being used


(example: "First work then use the computer". Not:
"You can use the computer when you are finished with
the work that you are supposed to be doing".). There is
evidence of directly instructing and adult modeling
appropriate word usage and language

Adults use appropriate tone of voice, voice volume, and


expectancy for success. Adults communicate respect
for students by interacting positively, talking to them
instead of about them, and talking in an age
appropriate manner. Any personal/private issues are
discussed with students in private.

Adults' conversations during class are related to


academics and students' needs.

Page 33 of 43 Other
OSES Significantly Modified Curriculum Classroom Tool

Meets/ Exceeds (3)

All adults in the classroom have a schedule that


specifically indicates what children they are working
with and what they are working on and in what
environment. The adults are following the schedules.

There is a documented age appropriate home/school


communication system in place when required in their
IEPs, and is used to effectively communicate what
students are learning, accomplishments, challenges
and/or happenings within the school. Parents have an
opportunity to respond and are provided with a format
for sharing information about their child with the adults
at the school.

Page 34 of 43 Other
OSES Significantly Modified Curriculum Classroom Tool

Not present (1) Emerging (2)


Personal
Care
7a. All students' There are no signs of a There may be some form of a
toileting/diapering toileting/diapering schedule being schedule, but may not be followed
needs are addressed used for all children. Children are consistently. Children may only be
daily only changed when wet. Data is changed when wet. Data is
not evident. insufficient.

7b. All students' There is no sign of students Some items may be labeled. Some
personal belongings belongings being labeled. Items items may not be kept together. Not
are labeled and kept may not be clean. Items may not all items are clean.
clean and stored have a specific location where
together. they are kept.

7c. There is a safe and Some items do not appear clean. Items may not be cleaned or cleaned
non-toxic way of Cleaning may occur while children frequently enough. The cleaning
cleaning and are present. process may not be within CPS
disinfecting students guidelines.
toys and other items
within the classroom.

Page 35 of 43 Hygiene/Health
OSES Significantly Modified Curriculum Classroom Tool

Not present (1) Emerging (2)


Personal
Care
7d. Students' individual There is no evidence of guidelines There may be some evidence of
feeding guidelines are in place for feeding concerns or individual feeding guidelines,
addressed. the guidelines are not being although not always followed. Not all
followed. components are being addressed in
the feeding guidelines (i.e.: allergies,
positioning, texture, etc. ) Limited
collaboration with a nurse or speech
pathologist is evident.

7e. Children have There is not a place established A semi private area may be used for
privacy during any and used to ensure privacy of students' privacy.
medical, hygiene, students.
personal care or
toileting procedures.

7f. Students are kept Students are not kept clean There is little effort put into keeping
clean during the day. during the day. students clean throughout the day.

7g. Medical nursing There is no evidence of consulting There may be evidence of consulting
with the nurse for any medical or with the nurse, although they may
health needs. not be followed through.

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OSES Significantly Modified Curriculum Classroom Tool

Not present (1) Emerging (2)


Personal
Care
7h. All diapers are These is no evidence of a system The system of disposing diapers is
disposed of for disposing of diapers. Diapers not consistent. The receptacles may
appropriately are put in the room's garbage not be appropriate. The receptacles
can. may not be emptied often enough.

7i. Appropriate Adaptations and/or equipment for Adaptations and/or equipment for
adaptations and/or safety and security during safety and security during toileting
equipment are used toileting are not evident. are inconsistently utilized or
when toileting inconsistently available.

7j. Students are secure There is no evidence of staff The use of methods for securing
at all times during securing students during students during transportation and
transport and transportation and or positioning. or positioning is inconsistent.
positioning. There is no evidence of training.

7k. There a system in There is no data or system in There is little follow through for
place when place to initiate independent initiating independent toileting.
independent toileting toileting.
is initiated.

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Meets/ Exceeds (3)

All students have either a schedule for diaper changing, time


training, or toilet training or using the bathroom. In addition to
this schedule being followed, when additional needs arise they
are addressed immediately (i.e. if a child needs changing in
between scheduled times). Appropriate data is being kept when
necessary. (i.e. toilet training, time training, etc). Diapers should
be changed at least once during a school day even if not soiled.
Children should be attended to at all times during personal care.

All students personal belongings are kept clean and labeled with
the children's name. These items are all stored together. Any
specific notes regarding these items is kept right on the item.
There is an organized communication system to let parents know
when personal care items are needed.

On a daily basis the toys and other items in the room are
disinfected in a safe non-toxic manner. (CPS guidelines will be
added). Students are not present during cleaning.

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Meets/ Exceeds (3)

There are feeding guidelines that are clearly established and


available for all students who require them outlining equipment,
textures, allergies, positioning, personnel, level of independence,
warnings, etc. There is collaboration with the nurse and or speech
pathologist regarding these guidelines.

Appropriate facilities/environment are provided to ensure


students’ privacy during personal care, medical, hygiene, and or
toileting procedures.

All staff working with children make a concerted effort to keep


students clean throughout the day.

There is evidence of consulting with the nurse for any medical


and health needs.

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Meets/ Exceeds (3)

Appropriate receptacles are available and being used.


Receptacles are emptied 2 times a day. Receptacles have a lid
and/or are covered. There is a systematic manner to dispose of
diapers.

Required adaptations are available and used appropriately so that


students are secure and safe during toileting.

There are consistent methods used for ensuring that students


are secure during transportation and positioning. Training is
provided on a regular basis.

Data is maintained on the personal care progress of individual


students. Students are transitioned from receiving personal care
to a toileting schedule when appropriate with the use of data.
Communication about student's personal care progress between
home and school is documented and available for review.

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Date of meeting:

Names of those present in meeting:

Areas which are mutually agreed on that OSS will provide support in:

Page 41 of 43 Debrief
OSES Significantly Modified Curriculum Classroom Tool

Page 42 of 43 Debrief
Program Type Program Levels
Autism ECSE
TMH Primary
SPH Intermediate
Upper
HS

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