Professional Documents
Culture Documents
Program Development/ Cognitive Disabilities and Autism - Review all IEPs prior to using this rubric.
Staffing Allocations
Number of Teachers: Number of Paraprofessionals:
Number of Students:
Students' Names:
Page 1 of 43
Chicago Public Schools
Program Development/ Cognitive Disabilities and Autism - Review all IEPs prior to using this rubric.
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OSES Significantly Modified Curriculum Classroom Tool
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.
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
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
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.
Page 5 of 43 Environment
OSES Significantly Modified Curriculum Classroom Tool
yes
Page 6 of 43 Environment
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Page 7 of 43 Environment
OSES Significantly Modified Curriculum Classroom Tool
yes
Yes
Page 8 of 43 Environment
OSES Significantly Modified Curriculum Classroom Tool
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.
Page 9 of 43 Behavior
OSES Significantly Modified Curriculum Classroom Tool
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
yes
Page 11 of 43 Behavior
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Page 12 of 43 Behavior
OSES Significantly Modified Curriculum Classroom Tool
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
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
Page 15 of 43 Communication
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Page 16 of 43 Communication
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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
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
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.
Page 19 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool
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.
Page 20 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool
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.
Page 21 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool
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
Yes
Yes
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Page 24 of 43 Instruction
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Yes
Page 25 of 43 Instruction
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Yes
Yes
Page 26 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool
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.
Yes
Page 27 of 43 Instruction
OSES Significantly Modified Curriculum Classroom Tool
Page 28 of 43 Instruction
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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.
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
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.
Page 32 of 43 Other
OSES Significantly Modified Curriculum Classroom Tool
Page 33 of 43 Other
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Page 34 of 43 Other
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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
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.
Page 36 of 43 Hygiene/Health
OSES Significantly Modified Curriculum Classroom Tool
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.
Page 37 of 43 Hygiene/Health
OSES Significantly Modified Curriculum Classroom Tool
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.
Page 38 of 43 Hygiene/Health
OSES Significantly Modified Curriculum Classroom Tool
Page 39 of 43 Hygiene/Health
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Page 40 of 43 Hygiene/Health
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Date of 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