LOOK FORS IN SPECIAL EDUCATION SERVICES
WATERLOO COMMUNITY SCHOOL DISTRICT
INSTRUCTIONAL PLANNING
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Instructional goals & objectives are matched to
students’ skills & abilities
Goals & objectives are clearly communicated so each
student knows what is to be learned
Instructional plans include district curriculum along
with supplemental materials and supports
Timing & pacing of instruction is consistent with skill
level and attention span of students
Assigned tasks are relevant based on student
background and experiences
Specially designed instruction is based on appropriate
assessments & IEP goals
Classroom activities are built on key concepts to
supplement, modify, and/or adjust lessons to meet
student needs
Accommodations & modifications are provided based
on individual IEP needs (the IEP at a Glance form has
been shared with all team members)
Students understand what is expected (task
completion, accuracy, and mastery of instructional
goals)
Learning goals are ambitious but realistic
Student success rate on academically relevant tasks
is appropriate
Daily agenda/schedules are visible and utilized by the
teacher, paras, and students
Planning for effective use of para-educators to
support academic and behavior tasks is evident
INSTRUCTIONAL MANAGEMENT
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Classroom management allows for an academic focus
(direct teaching of skills) and high rates of
productivity (content coverage/work completion)
Classroom is arranged for individual, small group, and
whole group instruction
Students are situated for purposeful learning and
smooth transitions
Students are held accountable for their performance
and progress
Designated thinking spots/cool down areas identified
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Routines to support differentiation are evident (work
stations, group rotations, 1:1 instruction, etc)
Visual systems for program management are provided
(schedules, behavior expectations, etc)
Program artifacts are visible and utilized (strategy
charts, word walls, visual cues, etc)
Student achievement data is displayed for the
purpose of goal setting & celebration of growth
Assistive technology is utilized based on Individual
needs (books on CD, Read-Write-Gold, Board Maker,
auditory trainers, Co-Writer, etc)
Manipulatives are easily accessible and utilized to
support concrete learners
Individual Behavior Plans are communicated with all
team members and implemented across settings
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INSTRUCTIONAL DELIVERY
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Instruction is systematically adapted and modified
based on student need and ability
Different materials (varying levels), alternative
teaching strategies, increased practice opportunities,
and alternative groupings are utilized when students
fail to master an objective
Directions are clear and of reasonable
length/complexity for the student
Substantial teacher-student interaction (ask/answer
questions, repeat directions, provide feedback, etc)
Information is structured for individual students in a
systematic way (advance organizers, review
activities, guided practice, etc)
Teacher uses varied modes of access to instructional
materials (read alouds, manipulatives, centers, asst.
technology, cooperative learning, etc)
Teacher utilizes varied modes of response (oral,
written, partner, physical/verbal cues, etc)
Teacher incorporates varied question formats (right
there, think & search, author & me, on my own)
Explicit modeling of academic and nonacademic
behaviors by teachers and peers
Self-monitoring skills are taught and utilized
Utilization of every instructional minute
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Practice activities assigned are directly connected to
student’s instructional goals, not just busy work
During seat activities, students are engaged in varied
and relevant work
Chunk & chew strategies are used to breakdown
instructional material to individual levels and allow
time for processing
Scaffolding is used to balance the demanded
proficiency level with the current instructional level
Students are provided alternative ways to
demonstrate mastery
Student errors are used to re-teach skills or
procedures
After the correction of errors, students have an
immediate chance to practice a task
Praise and encouragement are specific, timely, and
frequent
Students are aware of which skills they’ve mastered
and which need more work
Para-Educators are working directly with individual or
groups of students as directed by the teacher
INSTRUCTIONAL EVALUATING
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Student success rate is continually monitored through
formative and summative assessment
Student engagement and attention are monitored as
indicators of understanding
Progress monitoring procedures are implemented as
prescribed in the IEP, data is used to guide
instructional decisions on an individual student basis
Opportunities exist for students to self-evaluate and
self-monitor their work
Student progress & adaptations are monitored
regularly & used to make adjustments in teaching
strategies that better meet the needs of the students
Student progress through the curriculum is
determined by degree of mastery of instructional
objectives as documented in the IEP
Student progress & performance data are discussed
with all team members to determine continued needs