Walk-Through Checklist for Quality Improvement Guide
OUR GOAL: Curriculum and schedule reflects an emphasis on the core deficits of autism; activities emphasize social interaction skills
with adults and peers, functional communication for all students, age appropriate engagement, and maximizing independent
functioning.
School:
Date: ______________________
# of Students: __ male __female_
Score:
Teacher/Para(s):
Observer(s): _______________________________
4: Present and being actively used
2: Present, not being used or not being used correctly
0: Absent
3: Present, partially achieved appropriate use
1: Working on getting in place (emerging)
NA: no opportunity to evaluate
Quality Classroom Indicator:
Score
A. ENVIRONMENTAL ARRANGEMENT [TESS Domains 1 & 2]
1.
2.
3.
Classroom clean, free of clutter and potential hazards and furniture arranged to
define area for DI, IW, leisure; sensory, art etc and areas are easily viewed and
distinguishable.: Room arrangement has clearly defined visual boundaries for
specific activities, allows for supervision of all students at all times; prevents or
minimizes problem behaviors.
Visual cueing in use: Visual supports are used to enhance predictability, facilitate
transitions, and help convey expectations.
4
Different rugs and
seating arrangement
4
Visual cues for
schedules,
procedures (morning
& end of day)
Materials are readily available and age/cognitive level appropriate. Materials and
furniture are age appropriate
3
(Classroom design,
B. SCHEDULING, ACTIVITIES, AND INTENSITY [TESS Domains 2]
1.
2.
3.
4.
5.
6.
7.
Comments
(Classroom Design,
Visuals)
Zoning plan covers all areas and alternate zoning plan posted for staff
changes/shortages: A zoning plan showing staff and student assignments,
locations and activities, is prominently posted and being followed.
Individual schedules posted with visual support A student individual schedule is
posted at student level, is visible and appropriate for students’ level of symbolic
functioning, and is used throughout the day.
Zone schedule is established and followed with consistency: Schedules and
activities reflect appropriate distribution of curriculum for the age, level and
individual needs of students in the classroom.
Individual schedules reflect a variety of learning formats for each student,
including small group, large group, independent work, and social
interaction/leisure options. (Observe over time for 1 child or use Discussion
Checklist)
Visuals are provided and used to increase receptive language (directions, questions):
Activities are language-based, & staff encourages commenting, asking and
answering questions; staff creates opportunities to promote communication
between students.
Activity length appropriate to age group and attention span: Students remain
actively engaged in learning opportunities during observation, no more than 2
min down time.
During 5 minute observation, staff interacts with each student at least once to
teach or promote learning, with the exception of students working on
visuals, zoning, PBS,
Language based)
2
4
3
3
3
3
3
Adapted from: CARD Observation Instrument for Autism Classrooms and Duval County Public Schools
Exceptional Education/Student Services Autism Cluster Checklist
The underlined print information in parenthesis provides a connection between the Autism Program Quality Indicators (APQI) and the indicators
on the form. http://www.vesid.nysed.gov/specialed/autism/apqi.htm#INSTENVI .
Quality Classroom Indicator:
Independent Work (IW).
8. Visual representation provided for rules and consequences. Rules and consequences
reviewed prior to activity.
9. Token economy is set up and implemented within the classroom.
Rewards/consequences are given at close of activity.
10. Tokens are given for each activity and exchanged for reinforcer when appropriate;
visuals are provided representing number of tokens needed to gain reinforcer.
Score
Comments
A
3
3
C. CORE CURRICULUM AREAS [TESS Domain 1]
1.
2.
3.
4.
5.
6.
Staff creates many opportunities for spontaneous use of communication skills,
and fosters communication through a variety of instructional approaches.
Effective communication systems are in place for each student: Use of AAC devices
or PECS or sign for students using these supports is encouraged in all situations,
and students are not denied access to their communication systems.
Individual behavior plans are available and used appropriately by all staff: Behavior
problems are minimized by using choices, clear expectations and positive
reinforcement (token economies, individual reinforcers).
Social skills instruction is planned and supported by staff and activities emphasize
social interaction skills with adults and peers.
Direct Instruction occurring in at least two rotations.
Bulletin boards & learning materials are posted and appropriate: Curriculum and
schedule reflect an emphasis on the core deficits of autism; activities emphasize
social interaction skills with adults and peers, functional communication for all
students, age appropriate engagement, and maximizing independent
functioning.
3
3
3
1
3
3
D. FUNCTIONAL LIFE SKILLS [TESS Domain 1]
1.
2.
3.
4.
Personal Care: Age appropriate functional routines to address hygiene, personal
care, self-help skills, with direct instruction and progress monitoring.
Domestic Skills: Age appropriate functional routines to address cooking,
shopping, and cleaning, with direct instruction and progress monitoring.
Community Safety Skills: Age appropriate functional routines street crossing,
public transportation, crosswalks, environmental signs, public safety information
Employment Skills: Age appropriate functional routines completing work
applications, personal identification, pre-vocational/vocational skills, work
experience
3
A
A
A
E. INSTRUCTION AND INTERACTION [TESS Domain 3]
1.
2.
3.
4.
5.
6.
Communication directed to students is clear and relevant, appropriate to
language ability, grammatically correct and presents opportunities for dialogue
(rather than being largely directive).
During instruction, staff delivers varying levels (less to most) of prompt as
needed, and reinforces correct responses or delivers error correction as needed.
All adults involved in delivering instruction within the classroom.
Instruction pace promotes high rates of correct responding and uses appropriate
schedules of reinforcement.
Independent work task boxes organized and visual system in place: Instruction is
individualized, incorporates natural and individualized reinforcers, and
encourages spontaneous use of skills in different settings
Data collection systems target IEP goals: Data is collected during instructional
activities for each student; data are tracked, summarized, reported and brought
3
3
3
3
4
1
Adapted from: CARD Observation Instrument for Autism Classrooms and Duval County Public Schools
Exceptional Education/Student Services Autism Cluster Checklist
The underlined print information in parenthesis provides a connection between the Autism Program Quality Indicators (APQI) and the indicators
on the form. http://www.vesid.nysed.gov/specialed/autism/apqi.htm#INSTENVI .
Quality Classroom Indicator:
to IEP meetings.
7. Comments directed toward students follow a minimum ratio of 7:1
instructive/positive comments to corrective comments.
Score
Comments
2
Use this area to track frequency of various
feedback provided by teachers and staff.
Positive
Corrective
Individual
Individual
Group
Group
Positive
Corrective
Individual
Individual
Group
Group
Adapted from: CARD Observation Instrument for Autism Classrooms and Duval County Public Schools
Exceptional Education/Student Services Autism Cluster Checklist
The underlined print information in parenthesis provides a connection between the Autism Program Quality Indicators (APQI) and the indicators
on the form. http://www.vesid.nysed.gov/specialed/autism/apqi.htm#INSTENVI .
Score
Quality Classroom Indicator:
Positive
Comments
Corrective
Individual
Individual
Group
Group
School_________________
Discussion Checklist for Quality Improvement
OUR GOAL: Curriculum and schedule reflect an emphasis on the core deficits of autism; activities emphasize
social interaction skills with adults and peers, functional communication for all students, age appropriate
engagement, and maximizing independent functioning.
Teacher/Para: ___________________________________ Date: ______________________
Observer: ____________________________________________# of students: ___________
Score:
4: Present and being actively used 3: Present, but not being used; or partially achieved
2: Present, not used correctly 1: In progress
0: Absent NA: no opportunity to evaluate
Adapted from: CARD Observation Instrument for Autism Classrooms and Duval County Public Schools
Exceptional Education/Student Services Autism Cluster Checklist
The underlined print information in parenthesis provides a connection between the Autism Program Quality Indicators (APQI) and the indicators
on the form. http://www.vesid.nysed.gov/specialed/autism/apqi.htm#INSTENVI .
Artifacts: Portfolios, lesson plans, data notebook (can be in portfolios for individuals), conference
notes, parent contact log, home note copies, social skills plans, inclusion examples, FBA/PBIP with
up-to-date reviews/revisions/data, and any other pertinent information
1/5/15 adapted from CARD
DISCUSSION DURING CONFERENCING
1. Individual workstations and visual supports are set up and ready prior
to use by student and arranged left-right or top-bottom, and tell how
much work, what work, when finished, and what’s next. Materials in
workstations are varied from day to day and are educationally and
functionally related to student IEP.
2. Students displaying behavioral difficulties have an individualized behavior
plan or have been referred for an FBA.
3. Opportunities for meaningful interaction and friendships with non-disabled
peers are provided.
4. Instructional methods reflect the unique needs of students, and are
grounded in research-based practices, including DTT, incidental teaching, and
direct instruction.
5. All IEP objectives are identified in lesson plans and are being worked on in
each center/activity.
6. Skills are taught in the context of naturally occurring activities and daily
routines.
7. Students with low rates of learning are provided intensive levels of
instruction.
8. Daily communication with parents is informative, positive and nonjudgmental.
9. Portfolios are established based on IEP, student needs AND data.
Score
Comments
(Classroom design)
(Positive Behavior Supports)
(Social Skills Instruction, Positive
Behavior Supports)
(Classroom design, Language
based classroom)
(Data collection)
(Classroom design, Social Skills)
(Classroom design, Language
based classroom)
(Home-School communication)
(Portfolios, data collection)
10. Alternative curriculum materials are explored (Murdoch, Brigance,
Touch Math…)
11. Comments directed toward students follow a ratio of 7:1 instructive,
positive comments to corrective comments.
12. Participation in continuing professional development designed to further
develop knowledge and skill related to Autism Spectrum Disorders.
(Classroom design, Language
based classroom, data collection)
13. Lesson plans and student individual schedules reflect a variety of learning
formats for each student, including small group, large group, independent
work, and social interaction/leisure options.
(Classroom design, Social Skills
instruction, visual supports,
Language based instruction)
(Positive Behavior Supports)
(ALL areas of Expectations)
Adapted from: CARD Observation Instrument for Autism Classrooms and Duval County Public Schools
Exceptional Education/Student Services Autism Cluster Checklist
The underlined print information in parenthesis provides a connection between the Autism Program Quality Indicators (APQI) and the indicators
on the form. http://www.vesid.nysed.gov/specialed/autism/apqi.htm#INSTENVI .