Classroom Observation

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

Page 1 of 23

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:









OSES Significantly Modified Curriculum Classroom Tool

Page 2 of 23 Environment

Environment Not present (1) Emerging (2) Meets/ Exceeds (3)

no yes

1a. The classroom is organized and clutter free.

The classroom is unorganized and cluttered. No labels on materials or

areas. Similar materials are not grouped together. Room is not

appealing or engaging. Very distracting.

Materials are organized though may not be labeled. Similar materials may not be grouped

by each other.

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.

1b. The classroom has clearly defined areas.

The classroom has no defined areas.

Classroom has structure though areas may be not defined.

The classroom is clearly defined/segmented (tape, signs, labels, positioning of furniture) designated areas

are apparent upon entry to room.

1c. The furniture is age/size-appropriate and accessible.

1d. Children have a positioning schedule and use of a variety of seating and positioning equipment (for children with physical disabilities. This should also be indicated in the IEP).

Children are in wheelchairs or one form of equipment all or most of

the day.

Children are repositioned throughout the day. There may not be an official schedule of use or enough equipment. Students may be able to make choices from appropriate positioning

options for a given activity.

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.

1e. There is collaboration with the PT and/or OT regarding the positioning and/or seating of students with physical disabilities. (per IEP)

There is no evidence of collaboration with an OT or PT

regarding the positioning needs of students (per IEP).

There may be some evidence of collaboration with a PT or OT , though there may be not be

follow through with suggestions of enough collaboration. (per IEP)

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.




1f. A calming/sensory area present and sensory items are available

There is no space in the room designated for quiet time, calming or sensory needs. Materials that

could be used for sensory input are not readily available.

There is an area in the room designated for quiet time, calming or sensory needs. There

are no, few, or not appropriate sensory materials in this area that may be needed for calming or sensory needs. Area may only be

used during scheduled time.

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)

1g. Transitions are short and structured and not excessive.

There is evidence of periods of time where the wait time is

causing students to lose focus, get upset, or leave area. The number

of transitions are more then children can tolerate. Transitions

occur when not scheduled. Most of the day is spent in activities not

related to the IEP.

Students may transition only when adults tell them. Transitions may not have warning. Part

of the school day may be spent without structured activities or other activities related

to the IEP.

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).

1h. The Classroom schedule is posted and utilized

There is no sign of a classroom schedule being available.

The classroom schedule is available, though 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.

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).

1i. Individual schedules are utilized (per IEP).

There is no sign of individual schedules available (as indicated in

IEPs)

Individual schedules may be available, though in formats that may be meaningless to the 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.

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).




1k. Evacuation plan is available.

No yes

No Yes

1j. Students are informed and prepared when there are changes or modifications in their daily schedules

Changes are not indicated in any way in the classroom or individual

schedules.

Changes are indicated on schedules though may not be addressed. There may not be

additional preparation for change.

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.

There is no sign of an evacuation plan available for students with a

physical or cognitive disability.

There may be a list available of students who will need special provisions in order to safely

evacuate in case of an emergency.

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.

1l. The classroom is located by other classrooms of their grade appropriate non-disabled peers.

1m. The classroom size is conducive to learning.


Page 5 of 23 Behavior

Behavior Not present(1) Emerging (2) Meets/ Exceeds (3)

no yes

2a. Classroom rules are positively stated and posted in meaningful formats of each.

Rules are not posted or are inappropriate

(consider age and method) for the students in the

classroom.

Rules may be posted in the classroom. Rules may be stated in a negative manner (what not to do).

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)

2b. Reinforcements for students are utilized to maximize on-task behavior and task completion.

Reinforcements are not used. It is not

clear what reinforcements are to

be used for specific students.

Reinforcements may be determined though may not be

updated when they are no longer working. Reinforcements may be

used.

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)

2c. Interventions indicated in students’ behavior intervention plans (BIP per IEPs) are being utilized and monitored through data.


Page 6 of 23 Behavior

Behavior Not present(1) Emerging (2) Meets/ Exceeds (3)

2d. All adults provide consistent, well planned reinforcements for appropriate behaviors and consequences for inappropriate behaviors.

Adults are inconsistent and do not follow through with consequences for appropriate or

inappropriate behaviors. There is no consistency observed in the way the various

adults interact with children.

Adults consistently notice when students misbehave but may fail to recognize appropriate behaviors.

Adults may follow through most of the time when managing student

behavior and providing consequences.

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.

2e. Adults utilize high rates of praise and positive interactions.

There was no indication of positive

praise.

Responses to behaviors may be mostly positive with limited

negative responses.

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.

2f. Tangible reinforcements are faded to more natural social reinforcements when indicated.

Instruction does not demonstrate

intentional systematic fading of prompts.

Some systematic fading of prompts may occur though prompts may

not entirely be removed.

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 7 of 23 Communication

Communication Not present (1) Emerging (2) Meets/ Exceeds (3)

3a. All students have a functional means of communication.

Many students in the classroom do not have a functional means of

communication. Students do not have access to any augmentative or alternative means of communication

as required by IEP.

Some students may have a functional means of communicating. There may be no system in place for teaching a

functional form of communication for those students who do not have a

functional means of communicating.

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.

3b. There is collaboration with a speech therapist on strategies and accommodations to use to increase the students ability to communicate.

There is no evidence of collaboration with the speech therapist regarding

the students' communication needs.

Collaboration with the speech therapist may occur, though either

not enough or there is no evidence of follow through.

There is evidence of collaboration with the speech therapist regarding the students

communication needs and there is follow through with recommendations .

3c. Instruction, language stimulation, and opportunities for communication are modeled and provided using a variety of modalities.

Staff does not model appropriate uses of alternative or augmentative

communication. Adults do not interact or communicate with students unless they are giving

directions or providing instruction.

Adults may initiate opportunities for interaction throughout most activities

but may not always wait for some type of response. Adults may miss

some opportunities for communication, interactions and

modeling. Adults may communicate with students with a variety of modes

per IEPs.

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 8 of 23 Communication

Communication Not present (1) Emerging (2) Meets/ Exceeds (3)

3d. Opportunities are provided throughout the day for the student to make choices as a means of encouraging communication.

There is no indication of children being allowed to make choices or

choices are being ignored.

At times students are being presented with choices. Students may only be

allowed to make choices during structured activities.

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?").

3e. Daily activities encourage vocabulary expansion/growth; focusing on both receptive and expressive language.

Students are not expected to communicate during daily activities.

Students may be expected to use their existing vocabulary and

expansion activities may be worked on in isolation or limited context.

During daily activities, students are expected to use existing vocabulary (spoken, sign, gestures,

icon) and are encouraged to expand grammatical structure and sophistication.


Page 9 of 23 Instruction

Instruction Not present (1) Emerging (2) Meets/ Exceeds (3)

No Yes

No Yes

4a. A hard copy or electronic copy of the most current IEP for each student can be accessed within the classroom.

4b. At minimum, progress reports and IEPS are updated in accordance with the schools progress reporting schedule.

4c. Multi-sensory materials and supports (visual, tactile, auditory, etc.) are used for instruction.

Multi-sensory materials and supports are not present

through out the classroom environment. Visual or tactile supports are not used when

making requests, giving directions, providing instruction, communicating and encouraging

participation despite the need for such support by one or more students. Adults rely on talking

to convey information.

Some multi-sensory materials and supports may be provided to clarify

requests, give directions, provide instruction, communicate, and

encourage participation as determined by the whole group.

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).




4d. Age appropriate instructional activities and materials are utilized to meet IEP goals.

Materials and activities are not age appropriate. The classroom visuals are inappropriate for the age of students in the classroom.

Some materials in the classroom may not be age appropriate. Some activities are not age-appropriate.

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.

4e. Adults provide adequate time for students to respond.

There is no indication of individualized wait time for

students to process and respond. The appropriate means for a student to respond are not present (AAC, pictures, visuals)

Some students may not be given sufficient time to process or all of

the appropriate means to respond. Students may be required to wait

until all students respond.

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.).

4f. Student’s attention is consistently captured and directed towards instruction.

Instruction is provided without capturing student’s attention. Students are rarely engaged.

Instruction may be provided without first capturing the attention of all students. Not all students may be

engaged.

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.

4g. Student errors are systematically corrected.

Errors are left uncorrected. Information is not re-taught.

Some errors may be corrected. Re-teaching may be completed in the

same manner as the initial instruction.

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.




No Yes

4h. Instruction includes many opportunities to practice new skills and generalize these skills in multiple environments.

Instruction is not provided in a variety of environments with a variety of people. There are no

opportunities for practice.

Instruction may be provided in limited environments and may be

provided with multiple staff.

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.

4i. On-going data collection is occurring.

There is no indication of data being taken. There is no

indication of data logs or charts.

Data may be sporadically collected. There may be data sheets, logs, and

charts available.

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.

4j. Data is reviewed and changes to instruction are made when needed.

There is no indication of data being reviewed or instruction

being modified.

Sporadic data may be collected, and it may not provide a full picture of

student progress. Data may be tallied and summarized and shared with other team members. Some changes or adjustments may be

made.

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.

4k. Grades are entered into Gradebook for all students across all core areas.




No Yes

No Yes

4l. Instruction maximizes opportunities for keeping students engaged in learning.

Students are not actively involved in instruction for the

majority of the day. There is not a high rate of success.

Instructional pace is too slow. There is no evidence of hands-on

activities.

Instruction may provide frequent opportunities for students to be

engaged in learning. Some strategies may be used to support

engagement. Instructional pace could be improved. Students may

not be engaged while they wait for others to finish. Some activities may

provide hands-on learning opportunities.

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.

4M. Classroom assessments are used.

There is no evidence of formal and/or informal assessments

being used.

Some formal and/or informal assessments may be used.

A variety of formal and informal assessments are developed and used.

4n. All students participate in district wide assessments or an appropriate alternative assessment.

4o. All students in grades 3-8 and 11 participate in state wide assessments.




4r. Lesson plans are present. No Yes

4p. There are age-appropriate grade level text books for all curriculum areas in classrooms and students have access to them.

There is no evidence of age-appropriate grade level text

books for all core curriculum areas in the classroom.

The classroom may have grade level text books for all core

curriculum areas , though may not be age-appropriate. Text books

may not be accessible for students. Text books may be

present though not utilized at any level.

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.

4q. Instruction is conducted using flexible grouping.

There is no evidence of instruction being presented

using flexible grouping. Schedules do not reflect

flexible grouping for instruction.

Most instruction is presented individually, leaving many

students not engaged and not learning how to work in groups. There may be some small group

instruction taking place. Schedules make minimal use of

flexible grouping for instruction.

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.




4s. Students participate in all non-core academics (music, library, gym, art, etc) at a level indicated in the IEP.

Students do not participate in all non-core academics.

Students may participate with non-disabled peers, though not age appropriate. Students may participate with a group that

exceeds 30% special education students without IEP goals and

support and specialized instruction.

Students may participate in a minimal amount of non-core

academics. Students may participate with non-disabled

peers, though not age appropriate.

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.

4t. There is collaboration with the general education teacher regarding grade level curriculum.

There is no evidence of the special education teacher

participating in any grade level meetings or collaborating with

grade level teachers.

There may be some collaboration with general education peers, though not at the appropriate

level.

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 15 of 23 Social Skills

Social Skills Not present (1) Emerging (2) Meets/ Exceeds (3)

5a. Opportunities for interaction with age appropriate non-disabled peers are provided per the IEPs.

There is no indication of opportunities to interact with

non-disabled peers.

Opportunities to interact with age-appropriate non-disabled peers may be

limited to hallway and lunch room. Other times may be available per the

IEP, though more opportunities could be explored.

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.

5b.Developmentally appropriate social skills are taught, modeled, promoted, and practiced.

There is no evidence of social skills being explicitly taught.

Social skills may be explicitly taught during specific times of the day (e.g.

social skills activities). Social situations may be explained and taught when they

become problematic.

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.

5c. There is collaboration with the social worker regarding accommodations and strategies for social skills instruction.

There is no evidence of collaboration with a social

worker regarding the students' social skills needs

Collaboration with the social worker may occur, though either not enough or there is no evidence of follow through.

There is evidence of collaboration with the social worker regarding the students' social skills needs

and there is follow through with recommendations .


Page 16 of 23 Other

Other Not present (1) Emerging (2) Meets/ Exceeds (3)

6a. Adult’s verbal communication to students is sequential and direct, modeling appropriate speech.

There is no evidence of sequential language being used. There is no evidence of direct instruction and

adult modeling of appropriate word usage and language

There is minimal evidence of sequential language. There may also

be minimal direct instruction and adult modeling of appropriate word usage

and language

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

6b. Adults communicate to students with respect.

Adult’s tone of voice when communicating to students is too

loud, suggests disinterest, or is monotone. Adults talk at or about

students rather than to them. Person/private issues are discussed

within proximity of students.

While inconsistent, adults appear to be enthusiastic about instruction. Adults

may use appropriate tone of voice during most instruction.

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.

6c. Teachers and paraprofessionals communicate within the classroom in a professional manner.

Adults talk amongst themselves on subject matter other then students

and academic tasks.

Adults may have minimal side conversations not related to students

and academic task.

Adults' conversations during class are related to academics and students' needs.


Page 17 of 23 Other

Other Not present (1) Emerging (2) Meets/ Exceeds (3)

6d. All adults in the classroom have and follow a schedule.

There is no sign of adult classroom schedules being available or used.

Adults may have schedules, though may not be specific enough to indicate

what they are to be doing or with which children. Schedules may be

available though not followed.

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.

6e. When appropriate, there is a home/school communication is in place.

There is no evidence of a home/school communication

system being used and is required by IEP

Teacher may communicate to parents only about problems the child is

experiencing through a home/school communicate system. The parent may

not be expected to respond.

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 18 of 23 Hygiene/Health

Not present (1) Emerging (2) Meets/ Exceeds (3)Personal Care

7a. All students' toileting/diapering needs are addressed daily

There are no signs of a toileting/diapering schedule being used for all children. Children are only changed when wet. Data is not evident.

There may be some form of a schedule, but may not be followed consistently. Children may only be changed when wet. Data is insufficient.

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.

7b. All students' personal belongings are labeled and kept clean and stored together.

There is no sign of students belongings being labeled. Items may not be clean. Items may not have a specific location where they are kept.

Some items may be labeled. Some items may not be kept together. Not all items are clean.

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.

7c. There is a safe and non-toxic way of cleaning and disinfecting students toys and other items within the classroom.

Some items do not appear clean. Cleaning may occur while children are present.

Items may not be cleaned or cleaned frequently enough. The cleaning process may not be within CPS guidelines.

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.




7g. Medical nursing

7d. Students' individual feeding guidelines are addressed.

There is no evidence of guidelines in place for feeding concerns or the guidelines are not being followed.

There may be some evidence of individual feeding guidelines, although not always followed. Not all components are being addressed in the feeding guidelines (i.e.: allergies, positioning, texture, etc. ) Limited collaboration with a nurse or speech pathologist is evident.

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.

7e. Children have privacy during any medical, hygiene, personal care or toileting procedures.

There is not a place established and used to ensure privacy of students.

A semi private area may be used for students' privacy.

Appropriate facilities/environment are provided to ensure students’ privacy during personal care, medical, hygiene, and or toileting procedures.

7f. Students are kept clean during the day.

Students are not kept clean during the day.

There is little effort put into keeping students clean throughout the day.

All staff working with children make a concerted effort to keep students clean throughout the day.

There is no evidence of consulting with the nurse for any medical or health needs.

There may be evidence of consulting with the nurse, although they may not be followed through.

There is evidence of consulting with the nurse for any medical and health needs.




7h. All diapers are disposed of appropriately

These is no evidence of a system for disposing of diapers. Diapers are put in the room's garbage can.

The system of disposing diapers is not consistent. The receptacles may not be appropriate. The receptacles may not be emptied often enough.

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.

7i. Appropriate adaptations and/or equipment are used when toileting

Adaptations and/or equipment for safety and security during toileting are not evident.

Adaptations and/or equipment for safety and security during toileting are inconsistently utilized or inconsistently available.

Required adaptations are available and used appropriately so that students are secure and safe during toileting.

7j. Students are secure at all times during transport and positioning.

There is no evidence of staff securing students during transportation and or positioning. There is no evidence of training.

The use of methods for securing students during transportation and or positioning is inconsistent.

There are consistent methods used for ensuring that students are secure during transportation and positioning. Training is provided on a regular basis.

7k. There a system in place when independent toileting is initiated.

There is no data or system in place to initiate independent toileting.

There is little follow through for initiating independent toileting.

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.


Page 21 of 23 Debrief

Date of meeting:

Names of those present in meeting:

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


Page 22 of 23 Debrief

Program Type Program LevelsAutism ECSETMH PrimarySPH Intermediate

Upper HS

Documents

Classroom Observation