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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:

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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

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

schedules 1k. 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. 1l. 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. The classroom size is conducive No to learning. Evacuation plan is available. Page 5 of 43 Environment . additional preparation for change. There may not be modifications in their daily schedules. evacuate in case of an emergency. The classroom is located by No other classrooms of their grade appropriate non-disabled peers. 1m. OSES Significantly Modified Curriculum Classroom Tool Environment Not present (1) Emerging (2) 1j.

Materials are stored where they will be used. The classroom is clearly defined/segmented (tape. The teacher can go to the PT and/or OT when needing assistance with additional input. positioning of furniture) designated areas are apparent upon entry to room. signs.OSES Significantly Modified Curriculum Classroom Tool Meets/ Exceeds (3) Materials are labeled and organized. The recommendations are being utilized within the classroom. and clutter free. Page 6 of 43 Environment . Similar materials are stored/grouped together. The room is attractive. 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). labels. Photographs of appropriate positioning of each student in the equipment are available. yes Children follow a positioning schedule and use multiple positioning equipment throughout the day. Distracting materials are out of sight. clean. Materials are accessible for teachers and students.

etc) Classroom transitions are appropriately structured for student’s needs (transition items used. etc. then. maintain. tactile. and present in a format that is meaningful to the students in the class (objects. tactile. etc. etc). cues. Sensory activities may also be built into instruction (examples: movement among tasks. predictable.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. first-then language and visuals used. and present in a format that is meaningful to each student in the class (objects. visuals. etc). Students preview and review schedule periodically. there may be scheduled times to use. then. timers.). The classroom schedule is consistent. Page 7 of 43 Environment . Students are prepared for transitions (predictability. or control themselves. Students are prepared for transitions when possible. clear. The majority of the school day is devoted to instruction. words. (as indicated in an IEP as to how many transitions a child can tolerate and how transitions should occur). Sequencing concepts are taught and implemented (first. Students transition independently as possible. pictures. or adult directed times as well. finished. brail. Sequencing concepts are taught and implemented (first. heavy work-load activities. pictures. etc).). finished. start. Students can choose this area when needed. words. Students preview and review their schedules periodically. predictable. clear. Sensory materials are available and present in this area. Transitions occur quickly without wait time. start. etc). Individual schedules are consistent.

Additional attention is provided to teach children to transition during changes. The plan should state each person’s function in assisting during an evacuation. along with staff assigned to students.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. Each student’s schedule includes their location and time of the day. These plans are kept in the EEP (emergency evacuation plan) located in the main office. Evacuation plan is available with list of students who will need special provisions in order to safely evacuate. yes Yes Page 8 of 43 Environment . case manager's office and the classroom.

and task completion. 2b. Page 9 of 43 Behavior . Interventions indicated no in students’ behavior intervention plans (BIP per IEPs) are being utilized and monitored through data. OSES Significantly Modified Curriculum Classroom Tool Behavior Not present(1) Emerging (2) 2a. 2c. specific students. It is not clear though may not be updated when maximize on-task behavior what reinforcements they are no longer working. Rules may be stated in a in meaningful formats of (consider age and negative manner (what not to do). are to be used for Reinforcements may be used. Reinforcements for Reinforcements are Reinforcements may be determined students are utilized to not used. Classroom rules are Rules are not posted or Rules may be posted in the positively stated and posted are inappropriate classroom. each. method) for the students in the classroom.

2f. consistency observed in the way the various adults interact with children. indicated. There is no consequences. 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. appropriate behaviors and consequences for Adults may follow through most of consequences for appropriate or the time when managing student inappropriate behaviors. OSES Significantly Modified Curriculum Classroom Tool Behavior Not present(1) Emerging (2) 2d. well planned inconsistent and do students misbehave but may fail to reinforcements for not follow through with recognize appropriate behaviors. inappropriate behavior and providing behaviors. Page 10 of 43 Behavior . 2e. All adults provide Adults are Adults consistently notice when consistent. praise. 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. fading of prompts. responses.

OSES Significantly Modified Curriculum Classroom Tool Meets/ Exceeds (3) Classroom rules are positively stated and posted. Expectations are high. These reinforcements are updated when the student no longer responds positively. (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. Rules are addressed and referenced throughout the day. (Reinforcements specific to BIP per IEP are observed) yes Page 11 of 43 Behavior . Students are aware of what they are working for. Rules are represented in a manner that is meaningful to students. Students are provided frequent feedback on appropriate behaviors and task completion and high levels of reinforcements are present.

etc). Reinforcers are consistently paired with natural consequences. data. Positive feedback is provided for acceptable behavior in at least a 5 to 1 ratio. As often as possible. Requests are stated in a positive manner. Instruction demonstrates intentional systematic fading of prompts. Adults reinforce student’s positive behaviors rather then reprimand other student’s misbehaviors. student reinforcements. All adults consistently follow-through with planned consequences for inappropriate behavior (planned ignoring. Redirection may be used rather than reprimand.OSES Significantly Modified Curriculum Classroom Tool Meets/ Exceeds (3) All adults reinforce students for appropriate behavior as consistently as they notice target problem behaviors. redirecting. naturally occurring reinforcers are used to increase student learning and performance. work systems. Page 12 of 43 Behavior . All adults are aware of any behavior plans. and when data needs to be taken.

and of alternative or augmentative interaction throughout most activities opportunities for communication. language Staff does not model appropriate uses Adults may initiate opportunities for stimulation. 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. 3b. Adults do not interact but may not always wait for some type communication are modeled or communicate with students unless of response. Page 13 of 43 Communication . OSES Significantly Modified Curriculum Classroom Tool Communication Not present (1) Emerging (2) 3a. communication. 3c. There may communication. Instruction. Adults may miss some and provided using a variety they are giving directions or providing opportunities for 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. instruction. 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. of modalities. interactions and modeling. though either not enough strategies and the students' communication needs. increase the students ability to communicate. or there is no evidence of follow accommodations to use to through. Adults may communicate with students with a variety of modes per IEPs.

Daily activities encourage Students are not expected to Students may be expected to use their vocabulary communicate during daily activities. 3e. Page 14 of 43 Communication . encouraging communication. expressive language. existing vocabulary and expansion expansion/growth. focusing activities may be worked on in isolation on both receptive and or limited context. 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. allowed to make choices during choices as a means of structured activities. OSES Significantly Modified Curriculum Classroom Tool Communication Not present (1) Emerging (2) 3d. Students may only be for the student to make choices are being ignored.

Adults respond to student’s verbal and nonverbal communication. Adults create opportunities for and encourage conversation. Adults encourage communication using total communication (gestures. interactions. There is evidence of collaboration with the speech therapist regarding the students communication needs and there is follow through with recommendations . pictures. and responses. Students have access to augmentative and alternative communication required by IEP. OSES Significantly Modified Curriculum Classroom Tool Meets/ Exceeds (3) All students have a functional means of communication. Page 15 of 43 Communication . AAC (alternative alternate communication) referrals have been made when necessary. The staff is working closely with the speech therapist to work on functional communication. signs. AAC devices and spoken language). Adults expect and wait for responses from students throughout all contexts.

students are expected to use existing vocabulary (spoken. Page 16 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. gestures. icon) and are encouraged to expand grammatical structure and sophistication. "what do you want to do?"). sign. During daily activities.

provide instruction. instruction. encourage participation as giving directions. providing determined by the whole group. At minimum. Multi-sensory materials Multi-sensory materials and Some multi-sensory materials and and supports (visual. tactile. 4c. give directions. communicate. etc. Adults rely on talking to convey information. supports are not present through supports may be provided to clarify auditory. Visual or tactile supports are not instruction. progress No reports and IEPS are updated in accordance with the schools progress reporting schedule. communicating and encouraging participation despite the need for such support by one or more students. A hard copy or electronic No copy of the most current IEP for each student can be accessed within the classroom. Page 17 of 43 Instruction . requests. 4b.) are used for out the classroom environment. OSES Significantly Modified Curriculum Classroom Tool Not present (1) Emerging (2) Instruction 4a. and used when making requests.

present (AAC. Some materials are utilized to meet visuals are inappropriate for the activities are not age-appropriate. students. pictures. Not all students may be engaged. first capturing the attention of all directed towards instruction. Information is not re-taught. appropriate means to respond. Adults provide adequate There is no indication of Some students may not be given time for students to respond. Student errors are Errors are left uncorrected. Student’s attention is Instruction is provided without Instruction may be provided without consistently captured and capturing student’s attention. Some errors may be corrected. Students are rarely engaged. Age appropriate Materials and activities are not Some materials in the classroom may instructional activities and age appropriate. 4g. teaching may be completed in the same manner as the initial instruction. 4e. The appropriate means for a Students may be required to wait student to respond are not until all students respond. OSES Significantly Modified Curriculum Classroom Tool Not present (1) Emerging (2) Instruction 4d. individualized wait time for sufficient time to process or all of the students to process and respond. The classroom not be age appropriate. IEP goals. age of students in the classroom. Page 18 of 43 Instruction . Re- systematically corrected. visuals) 4f.

student progress. charts available. 4i. On-going data collection is There is no indication of data Data may be sporadically collected. Some changes or adjustments may be made. being modified. 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. and changes to instruction are being reviewed or instruction it may not provide a full picture of made when needed. Page 19 of 43 Instruction . There are no provided with multiple staff. and indication of data logs or charts. 4k. skills in multiple opportunities for practice. 4j. Data may be tallied and summarized and shared with other team members. occurring. Data is reviewed and There is no indication of data Sporadic data may be collected. logs. being taken. Grades are entered into No Gradebook for all students across all core areas. OSES Significantly Modified Curriculum Classroom Tool Not present (1) Emerging (2) Instruction 4h. environments. There is no There may be data sheets.

Classroom assessments There is no evidence of formal and/or Some formal and/or informal assessments are used. Instructional pace could hands-on activities. 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. There is no evidence of engagement. There is not a high rate engaged in learning. Some of success. Students may not be engaged while they wait for others to finish. Some activities may provide hands-on learning opportunities. 4n. 4o. 4M. All students participate in No district wide assessments or an appropriate alternative assessment. the day. informal assessments being used. Instructional pace is strategies may be used to support too slow. 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 4l. be improved. may be used.

be some small group instruction taking place. may not be accessible for students. No Page 21 of 43 Instruction . though curriculum areas in all core curriculum areas in the may not be age-appropriate. 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 . OSES Significantly Modified Curriculum Classroom Tool Not present (1) Emerging (2) Instruction 4p. 4r. being presented using flexible leaving many students not engaged and not grouping. Lesson plans are present. Schedules do not reflect learning how to work in groups. using flexible grouping. Text access to them. books may be present though not utilized at any level. There are age-appropriate There is no evidence of age. 4q. Instruction is conducted There is no evidence of instruction Most instruction is presented individually. Schedules make minimal use of flexible grouping for instruction. There may flexible grouping for instruction. Text books classrooms and students have classroom.

curriculum. Students though not age appropriate. though not age appropriate. 4t. Students participate in all Students do not participate in all non. may participate with a group that exceeds 30% special education students without IEP goals and support and specialized instruction. core academics. may participate with non-disabled peers. Students may participate in a minimal non-core academics (music. Page 22 of 43 Instruction . 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. Students may amount of non-core academics. etc) at a participate with non-disabled peers. with grade level teachers. OSES Significantly Modified Curriculum Classroom Tool Not present (1) Emerging (2) Instruction 4s. gym. level indicated in the IEP. Students library. though not at the regarding grade level grade level meetings or collaborating appropriate level. art.

sign language. Braille. words. etc). icons. providing instruction. Page 23 of 43 Instruction . tactile. OSES Significantly Modified Curriculum Classroom Tool Meets/ Exceeds (3) Yes Yes Multi-sensory materials and supports are used when making requests. giving directions. and communication. Supports are modified for student’s individual needs (pictures. gestures. encouraging participation.

Teachers use student’s interests purposefully throughout instruction. visuals. AAC. Students are engaged and do not have to wait for all students in class to respond. The time is adjusted for the individual needs of each student.). Adults incorporate strategies to maintain student attention. Students are provided with sufficient time to process and respond. Students are engaged. Materials used are age appropriate. OSES Significantly Modified Curriculum Classroom Tool Meets/ Exceeds (3) Academic activities are aligned with grade level standards and IEP goals. leading. Student attention is consistently captured and directed to instruction. When errors occur students are systematically corrected and then re-taught through modeling. etc. Students are provided with the appropriate mode of communication and instruction allowing them to actively participate in learning (pictures. and practicing. Reinforcers are increased. Re-teaching is often completed in a manner different then originally taught. The classroom visuals are age appropriate. auditory. Page 24 of 43 Instruction . Differentiated instruction is observed. Teacher maximizes levels of engagement and student responses.

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. There are many opportunities to practice these skills. Data is used to make decisions to modify instruction or manage behaviors. Data review is on-going and shared with parents and team members. OSES Significantly Modified Curriculum Classroom Tool Meets/ Exceeds (3) Instruction is provided in a variety of environments with a variety of different staff. Yes Page 25 of 43 Instruction . Many instructional skills are taught in their natural environment. Sufficient data is collected to provide a complete picture of student’s progress. Generalization of skills is reinforced.

Many activities provide hands-learning opportunities. A variety of formal and informal assessments are developed and used. Multiple strategies are used to enhance engagement. Students are engaged in other activities while waiting for others to finish. Yes Yes Page 26 of 43 Instruction . OSES Significantly Modified Curriculum Classroom Tool Meets/ Exceeds (3) All instruction maximizes opportunities for students to be actively engaged in learning. A variety of levels of prompts are utilized. and hands-on active learning. Differential instruction is used to promote frequent responding.

OSES Significantly Modified Curriculum Classroom Tool Meets/ Exceeds (3) Age-appropriate grade level text books for all core curriculum areas are in the classroom. Instruction is differentiated to meet the needs of all students (as indicated in the IEP). Students are learning in full class. Yes Page 27 of 43 Instruction . Schedules reflect flexible grouping in all subjects. accommodations and/or modifications (per IEP) to provide students access tot he general education curriculum. Students have access to the books. Instruction is provided using flexible grouping. small groups. and/or individual sessions based on the activities and student's tiered needs. Books are used at some level with appropriate adaptations.

When IEPs indicate participation with non-disabled peers for non-core academics. library. there is a special education teacher instructing these classes and the appropriate supports are indicated in the IEP. art. gym. This also includes a clear plan as to how to increase participation. 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 is done with age appropriate peers with the appropriate supports indicated in the IEP. etc. 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. OSES Significantly Modified Curriculum Classroom Tool Meets/ Exceeds (3) Students participate in all non-core academics (music. When non-core academic classes exceed 30% special education students. Page 28 of 43 Instruction .) in a way indicated in the IEPs.

limited to hallway and lunch room. and strategies for social skills needs skills instruction. during specific times of the day (e. Other peers are provided per the times may be available per the IEP. Social situations and practiced. may be explained and taught when they become problematic. modeled.Developmentally There is no evidence of social Social skills may be explicitly taught appropriate social skills are skills being explicitly taught. though either not enough or there regarding accommodations regarding the students' social is no evidence of follow through. taught. Opportunities for There is no indication of Opportunities to interact with age- interaction with age opportunities to interact with non. Page 29 of 43 Social Skills . 5b. OSES Significantly Modified Curriculum Classroom Tool Not present (1) Emerging (2) Social Skills 5a. IEPs. promoted. though more opportunities could be explored. social skills activities).g.appropriate non-disabled peers may be appropriate non-disabled disabled peers. 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.

video taping. There is evidence of collaboration with the social worker regarding the students' social skills needs and there is follow through with recommendations .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. Page 30 of 43 Social Skills . Many different strategies are observed (social stories. and practicing) to teach appropriate social skills. scripting. practice and reinforce social behavior. modeling. 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.

There may also be minimal students is sequential evidence of direct instruction and direct instruction and adult modeling of and direct. Adults communicate Adult’s tone of voice when While inconsistent. Adults talk at or about during most instruction. usage and language 6b. OSES Significantly Modified Curriculum Classroom Tool Not present (1) Emerging (2) Other 6a. 6c. adults appear to be to students with respect. There is no language. students rather than to them. Adult’s verbal There is no evidence of sequential There is minimal evidence of sequential communication to language being used. and academic task. Adults loud. Person/private issues are discussed within proximity of students. communicating to students is too enthusiastic about instruction. Page 31 of 43 Other . modeling adult modeling of appropriate word appropriate word usage and language appropriate speech. suggests disinterest. classroom in a professional manner. or is may use appropriate tone of voice monotone. 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.

All adults in the There is no sign of adult classroom Adults may have schedules. Schedules may be available though not followed. 6e. what they are to be doing or with which children. 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. though classroom have and schedules being available or used. communicate system. OSES Significantly Modified Curriculum Classroom Tool Not present (1) Emerging (2) Other 6d. The parent may not be expected to respond. Page 32 of 43 Other . may not be specific enough to indicate follow a schedule. When appropriate.

Adults' conversations during class are related to academics and students' needs.OSES Significantly Modified Curriculum Classroom Tool Meets/ Exceeds (3) There is evidence of sequential language being used (example: "First work then use the computer". and expectancy for success. Any personal/private issues are discussed with students in private. Not: "You can use the computer when you are finished with the work that you are supposed to be doing". and talking in an age appropriate manner. Adults communicate respect for students by interacting positively. Page 33 of 43 Other . There is evidence of directly instructing and adult modeling appropriate word usage and language Adults use appropriate tone of voice. voice volume. talking to them instead of about them.).

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. The adults are following the schedules. Page 34 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. and is used to effectively communicate what students are learning. There is a documented age appropriate home/school communication system in place when required in their IEPs.

Items items may not be kept together. 7b. they are kept. OSES Significantly Modified Curriculum Classroom Tool Not present (1) Emerging (2) Personal Care 7a. but may not be followed needs are addressed used for all children. The cleaning cleaning and are present. All students' There is no sign of students Some items may be labeled. Items may not all items are clean. process may not be within CPS disinfecting students guidelines. insufficient. Data is not evident. Data is changed when wet. Some personal belongings belongings being labeled. Children may only be daily only changed when wet. Items may not be cleaned or cleaned non-toxic way of Cleaning may occur while children frequently enough. toys and other items within the classroom. Children are consistently. All students' There are no signs of a There may be some form of a toileting/diapering toileting/diapering schedule being schedule. clean and stored have a specific location where together. Page 35 of 43 Hygiene/Health . 7c. Not are labeled and kept may not be clean. There is a safe and Some items do not appear clean.

7f. students. positioning. although they may health needs.e. not be followed through. the guidelines are not being although not always followed. texture. Students are kept Students are not kept clean There is little effort put into keeping clean during the day. components are being addressed in the feeding guidelines (i. Not all followed. Medical nursing There is no evidence of consulting There may be evidence of consulting with the nurse for any medical or with the nurse. hygiene. OSES Significantly Modified Curriculum Classroom Tool Not present (1) Emerging (2) Personal Care 7d. personal care or toileting procedures. 7g. medical. etc. ) Limited collaboration with a nurse or speech pathologist is evident. students clean throughout the day.: allergies. during the day. Page 36 of 43 Hygiene/Health . 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. 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. 7e.

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. or positioning is inconsistent. Diapers not consistent. Page 37 of 43 Hygiene/Health . 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. is initiated. independent toileting toileting. 7i. The receptacles can. 7k. 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. The receptacles may appropriately are put in the room's garbage not be appropriate. All diapers are These is no evidence of a system The system of disposing diapers is disposed of for disposing of diapers. There is no evidence of training. 7j. positioning. may not be emptied often enough. are inconsistently utilized or when toileting inconsistently available. OSES Significantly Modified Curriculum Classroom Tool Not present (1) Emerging (2) Personal Care 7h.

Any specific notes regarding these items is kept right on the item. In addition to this schedule being followed. (i. time training. Page 38 of 43 Hygiene/Health . if a child needs changing in between scheduled times). OSES Significantly Modified Curriculum Classroom Tool Meets/ Exceeds (3) All students have either a schedule for diaper changing. when additional needs arise they are addressed immediately (i. On a daily basis the toys and other items in the room are disinfected in a safe non-toxic manner. Students are not present during cleaning. time training.e. Diapers should be changed at least once during a school day even if not soiled. toilet training. There is an organized communication system to let parents know when personal care items are needed. Appropriate data is being kept when necessary. or toilet training or using the bathroom. All students personal belongings are kept clean and labeled with the children's name. etc). (CPS guidelines will be added).e. Children should be attended to at all times during personal care. These items are all stored together.

level of independence. personnel. There is collaboration with the nurse and or speech pathologist regarding these guidelines. hygiene. warnings. and or toileting procedures. allergies. textures. positioning. medical. OSES Significantly Modified Curriculum Classroom Tool Meets/ Exceeds (3) There are feeding guidelines that are clearly established and available for all students who require them outlining equipment. There is evidence of consulting with the nurse for any medical and health needs. Page 39 of 43 Hygiene/Health . Appropriate facilities/environment are provided to ensure students’ privacy during personal care. All staff working with children make a concerted effort to keep students clean throughout the day. etc.

Receptacles are emptied 2 times a day. Page 40 of 43 Hygiene/Health . Communication about student's personal care progress between home and school is documented and available for review. Training is provided on a regular basis. There are consistent methods used for ensuring that students are secure during transportation and positioning. Data is maintained on the personal care progress of individual students. OSES Significantly Modified Curriculum Classroom Tool Meets/ Exceeds (3) Appropriate receptacles are available and being used. Students are transitioned from receiving personal care to a toileting schedule when appropriate with the use of data. 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. Receptacles have a lid and/or are covered.

OSES Significantly Modified Curriculum Classroom Tool 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 .