Autism Rubric: Quality of Service Indicators
The Autism Rubric: Quality of Service Indicators tool was created
Instructions
through a joint effort between Education Service Center, Region 20
Step One: Complete observation, interview and/or examination
and school district representatives. It was designed as a collaborative
of records and document supporting evidence/anecdotes for each
process for teachers and administrators to explore opportunities for
quality indicator.
improving services for students with Autism Spectrum Disorders in
This process may involve writing down what is observed or heard in
preschool through 12th grade general and special education classrooms.
the classroom but could come from additional information provided by
Data gathered from the completion of this tool gives individual
the teacher, specialists or director. The information gathered from this
teachers and the district an overall view of the depth and effectiveness
process will be the evidence needed to determine the levels of
of the programs currently in place for individual students and
effectiveness for each indicator.
programs.
Step Two: Review each of the four levels for a given indicator and
This tool consists of six sections: Individual Evaluation, Development
check one box per row.
of the Individualized Education Plan, Implementation
Based on the data gathered in Step One, determine which
of Instructional Methods and Activities, Instructional Environments,
level best represents the current level of effectiveness for
Review and Monitoring of Progress and Outcomes, and Staff
each indicator. If necessary, ask teachers or staff for additional
Development. Within each of these broad categories are quality
supporting information to make the most accurate selection
indicators to evaluate program effectiveness and guide programs
as possible. The teacher or director can utilize this level to determine
towards improvement of services for students on the Autism Spectrum.
where improvement can be made and explore opportunities for
continued improvement through development of an action plan or
incorporating strategies into the existing district and/or campus
improvement plan.
© 2009 Education Service Center, Region 20
1
Autism Rubric: Quality of Service Indicators
I.
Individual Evaluation
Diagnostic, developmental, and educational assessments using comprehensive multidisciplinary approaches are used in gathering data to identify students’
strengths and needs.
Quality Indicator
Level 1
Assessment person with knowledge
of autism spectrum disorders
conducts evaluation.
A. Multidisciplinary
Evaluation Team
Level 2
Assessment person and group of
individuals including classroom
teacher and speech pathologist
provide input for the evaluation.
Level 3
Assessment person and group of
individuals including classroom
teacher, speech pathologist, and
parent provide input for the
evaluation.
Level 4
Assessment includes face-to-face
collaboration by multidisciplinary
team (including assessment person,
classroom teacher, speech
pathologist, parent, and other
related service providers).
Supporting Evidence/Anecdotes:
Quality Indicator
Level 1
Evaluation report does not include
physical, medical,
or developmental factors.
B. Medical and
Developmental History
Level 2
Evaluation report addresses
physical competencies
(such as vision, hearing,
and health status).
Level 3
Evaluation includes medical
and developmental factors
in addition to physical
competencies.
Level 4
Evaluation report includes
physical competencies, medical
and developmental history and
addresses factors specific to
autism spectrum disorders.
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
I.
Individual Evaluation
Diagnostic, developmental, and educational assessments using comprehensive multidisciplinary approaches are used in gathering data to identify students’
strengths and needs.
Quality Indicator
Level 1
Evaluation addresses strengths or
needs, but not both.
C. Evaluation of
Students’ Strengths
and Needs
Level 2
Evaluation addresses both
strengths and needs in the areas
of communication, socialization
and behavior.
Level 3
Evaluation addresses strengths and
needs in some, but not all, of the
following areas: communication,
socialization, behavior, academics,
sensory stimulation, functional
skills, and developmental levels.
Level 4
The evaluation addresses and
gives specific examples of
strengths and needs in all of the
following areas: communication,
socialization, behavior, academics,
sensory stimulation, functional
skills, and developmental levels.
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
I.
Individual Evaluation
Diagnostic, developmental, and educational assessments using comprehensive multidisciplinary approaches are used to gather data to identify students’
strengths and needs.
Quality Indicator
Level 1
Evaluation includes appropriate
standardized developmental and
observational methods as well as a
parent and family interview.
D. Varied Evaluation
Sources
Level 2
Evaluation includes appropriate
standardized developmental and
observational methods, a parent
and family interview, and autismspecific measures.
Level 3
Evaluation includes appropriate
standardized developmental and
observational methods, parent and
family interview, autism-specific
measures, state developed
assessment, and a review of recent
progress and functional level.
Level 4
Evaluation uses a variety of
measures and sources for
information, including:
1. appropriate standardized
assessment, developmental
and observational methods
2. state developed assessment
3. autism-specific measures
4. parent and family interview
(i.e. developmental history,
parent needs assessment, in-home
needs assessment)
5. review of recent progress and
functioning levels
6. current DSM standards
7. functional behavior assessment
8. social skills assessment across
settings
9. communication skills assessment
across settings
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
I.
Individual Evaluation
Diagnostic, developmental, and educational assessments using comprehensive multidisciplinary approaches are used in gathering data to identify students’
strengths and needs.
Quality Indicator
Level 1
Evaluation includes only
standardized measures.
E. Communication
Assessment
Level 2
Evaluation includes standardized
measures plus one other form of
assessment.
Level 3
Evaluation includes information
from standardized measures,
parental report, observation, and
spontaneous language samples, but
does not consider all of the six
areas addressed in Level 4 on the
right.
Level 4
When assessing communication
for both verbal and nonverbal
students, evaluations use
standardized measures, parental
report, observation, and
spontaneous language samples to
assess:
1. form of communication
2. receptive language
3. expressive language
4. speech production
5. function of communication
6. pragmatics
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
I.
Individual Evaluation
Diagnostic, developmental, and educational assessments using comprehensive multidisciplinary approaches are used in gathering data to identify students’
strengths and needs.
Quality Indicator
Level 1
Evaluation report is completed but
does not include recommendations
for instruction.
F. Integrated Evaluation
Report
Level 2
Evaluation report is completed and
includes recommendations for
instruction but is not used to
develop IEP goals.
Level 3
Evaluation report is shared with
parents, educators, and other
professionals. It includes
recommendations for instruction,
and was used to develop IEP goals;
however, connection between
evaluation and IEP goals is not
clear.
Level 4
Evaluation report is shared with
parents, educators, and other
professionals who work
collaboratively with the
student/family. The report
integrates results from all areas of
Quality Indicator E. It includes
programmatic recommendations
for instruction that have been
incorporated in the IEP, and the
connections are clear.
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
I.
Individual Evaluation
Diagnostic, developmental, and educational assessments using comprehensive multidisciplinary approaches are used in gathering data to identify students’
strengths and needs.
Summary:
Results
Indicator
1
2
3
4
A. Multidisciplinary
Evaluation Team
B. Medical and
Developmental History
C. Evaluation of Students’
Strengths and Needs
D. Varied Evaluation
Sources
Next Steps:
E. Communication
Assessment
F. Integrated Evaluation
Report
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
II.
Development of the Individualized Education Plan (IEP)
The Individual Education Plan (IEP)/Admission Review Dismissal (ARD) team uses evaluation results, parent and family concerns, and present levels of academic
and functional performance in developing individualized education programs to meet the students’ needs.
Quality Indicator
Level 1
A. Levels of Student
Performance
IEP includes limited information
regarding present levels of
performance (such as grades
only).
Level 2
IEP includes present levels of
performance but not in all areas.
Level 3
IEP includes present levels of
performance in all areas but does
not contain information to
develop goals.
Level 4
IEP identifies and specifically
describes levels of performance
and contains information to
develop goals in all of the
following areas:
1. development/achievement
2. physical
3. communication
4. social skills
5. behavioral
6. futures planning
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
II.
Development of the Individualized Education Plan
The IEP/ARD team uses evaluation results, parent and family concerns, and present levels of academic and functional performance in developing individualized
education programs to meet the students’ needs.
Quality Indicator
Level 1
B. Developmental and
Educational Needs
IEP includes developmental and
educational needs in the areas of
academics only.
Level 2
IEP includes developmental and
educational needs in at least three
areas.
Level 3
IEP includes developmental and
educational needs in at least five
areas.
Level 4
IEP addresses developmental and
educational needs in all of the
following areas as necessary to
develop goals:
1. communication
2. social skills
3. behavior and emotional
development
4. play and use of leisure time
5. sensory needs
6. academics
7. self-help
8. futures planning
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
II.
Development of the Individualized Education Plan
The IEP/ARD team uses evaluation results, parent and family concerns, and present levels of academic and functional performance in developing individualized
education programs to meet the students’ needs.
Quality Indicator
Level 1
C. IEP Goals and
Objectives
IEP goals and objectives do not
reflect the present levels of
performance, identified needs,
and/or state standards.
Level 2
IEP goals and objectives reflect
the present levels of performance
but are not observable or
measurable.
Level 3
IEP goals and objectives reflect
present levels of performance and
are observable and measurable
but do not reflect family needs
and/or long term outcomes.
Level 4
IEP includes goals and objectives:
1. relate directly to the students’
present level of performance,
identified needs, and reflect
state standards (TEKS/PreK
Guidelines)/assessment
2. reflect parental and family
needs
3. are observable and measurable
4. are selected to achieve longterm outcomes
5. are age-appropriate
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
II.
Development of the Individualized Education Plan
The IEP/ARD team uses evaluation results, parent and family concerns, and present levels of academic and functional performance in developing individualized
education programs to meet the students’ needs.
Quality Indicator
Level 1
D. Program Adaptations
IEP/ARD does not identify
modifications or accommodations
to support the student.
Level 2
IEP/ARD identifies modifications
and accommodations in academic
areas only.
Level 3
IEP/ARD identifies modifications
and accommodations needed to
support the student in both
academic and nonacademic
settings.
Level 4
IEP/ARD includes environmental
and instructional modifications
and/or accommodations in both
academic and nonacademic
settings that are needed to support
the student.
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
II.
Development of the Individualized Education Plan
The IEP team uses evaluation results, parent and family needs, and present levels of academic and functional performance in developing individualized education
programs to meet the students’ needs.
Quality Indicator
Level 1
IEP/ARD does not include the
Autism Strategies Page.
E. Autism Strategies Page
Level 2
IEP/ARD includes Autism
Strategies Page but does not
address all eleven required areas.
Level 3
IEP/ARD includes Autism
Strategies Page that addresses all
eleven required areas as well as
justification.
Level 4
IEP/ARD includes Autism
Strategies Page, is based on
current data and/or assessment,
and addresses the following areas:
1. extended educational
programming
2. daily schedule reflecting
minimal unstructured time
and active engagement in
learning activities
3. in-home and community
based training or viable
alternatives
4. positive behavior support
strategies
5. futures planning
6. parent/family training and
support
7. student to staff ratio
8. communication interventions
9. social skills supports and
strategies
10. professional educator/staff
support
11. teaching strategies based on
peer review
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
II.
Development of the Individualized Education Plan
The IEP/ARD team uses evaluation results, parent and family needs, and present levels of academic and functional performance in developing individualized
education programs to meet the students’ needs.
Quality Indicator
Level 1
F. In-home and
Community-based
Training
IEP/ARD autism supplement does
not address in-home training.
Level 2
In-home training IEP goals are
developed but not linked to
assessment.
Level 3
In-home training IEP goals are
developed and based on
assessment but are not measurable
and do not include duration or
frequency.
Level 4
Individual in-home training goals
are developed based on
assessment, indicate duration and
frequency, and are measurable.
OR
Based on in-home training
assessment, this service is not
needed at this time and/or parent
declines services.
Supporting Evidence/Anecdotes:
Quality Indicator
Level 1
G. Parent/Family
Training and Supports
IEP/ARD autism supplement does
not address parent/family training
and supports.
Level 2
Parent/family training and support
goals are developed, but not
linked to assessment.
Level 3
Parent/family training and support
goals are developed and based on
assessment but do not include
duration or frequency.
Level 4
Parent/family training and support
goals are developed based on
assessment and indicate duration
and frequency.
OR
Based on parent/family training
and support needs assessment,
this service is not needed at this
time or parent declines services.
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
II.
Development of the Individualized Education Plan
The IEP team uses evaluation results, parent and family needs, and present levels of academic and functional performance in developing individualized education
programs to meet the students’ needs.
Quality Indicator
Level 1
IEP/ARD does not include
consideration of assistive
technology.
H. Assistive Technology
Level 2
IEP/ARD includes consideration
of assistive technology but is not
based on data or evaluation.
Level 3
IEP/ARD includes consideration
of assistive technology and is
based on data and/or evaluation
but addresses only one of the three
areas listed in level 4 to the right.
Level 4
IEP/ARD includes consideration of
assistive technology and is based on
data and/or evaluation in the areas
of:
 communication
 activities of daily living
 access to the general curriculum
(i.e. mobility, visual supports,
computer access)
Supporting Evidence/Anecdotes:
Quality Indicator
Level 1
IEP/ARD does not include
consideration of communication
systems and skills.
I. Communication Skills
Level 2
IEP/ARD includes consideration
of communication skills and
systems but is not based on data
and/or evaluation.
Level 3
IEP/ARD includes consideration
of communication skills and
systems and is based on data
and/or evaluation but does not
reflect family concerns.
Level 4
IEP/ARD includes consideration
of communication systems and
skills that are based on evaluation
and/or data which reflect family
concerns and enhance
communication across settings.
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
II.
Development of the Individualized Education Plan
The IEP team uses evaluation results, parent and family needs, and present levels of academic and functional performance in developing individualized education
programs to meet the students’ needs.
Quality Indicator
J.
Level 1
IEP/ARD does not reflect
opportunities for interaction with
peers without disabilities.
Interaction with
Non-Disabled Peers
Level 2
IEP/ARD reflects opportunities
for interaction with peers without
disabilities in either nonacademic
or academic settings.
Level 3
IEP/ARD includes multiple
opportunities throughout the day
for the student to interact with
peers without disabilities for
either nonacademic or academic
activities (but not both).
Level 4
IEP/ARD reflects multiple
opportunities for interaction with
peers without disabilities in both
nonacademic and academic
activities.
Supporting Evidence/Anecdotes:
Quality Indicator
Level 1
IEP/ARD does not consider
independent functioning of the
student.
K. Independent Student
Functioning
Level 2
IEP/ARD includes goals for
independent functioning in the
area of self-help across a variety
of settings.
Level 3
IEP/ARD includes goals for
independent functioning in at
least three of the six areas (listed
in level 4 on the right) across a
variety of settings.
Level 4
IEP/ARD focuses on developing
the independent functioning of
each student in the areas of:
1. communication
2. social skills
3. behavior
4. play and use of leisure time
5. self-help
6. futures planning
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
15
Autism Rubric: Quality of Service Indicators
II.
Development of the Individualized Education Plan
The IEP/ARD team uses evaluation results, parent and family concerns, and present levels of academic and functional performance in developing individualized
education programs to meet the students’ needs.
Summary:
Results
Indicator
1
2
3
4
A. Levels of Student
Performance
B. Developmental and
Educational Needs
C. IEP Goals and
Objectives
D. Program Adaptations
E. IEP Autism Strategies
Page
Next Steps:
F. In-home & Communitybased Training
G. Parent/Family Training
and Supports
H. Assistive Technology
I.
Communication Skills
J. Interaction with
Non-disabled Peers
K. Independent Student
Functioning
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
III.
Implementation of Instructional Methods and Activities
Research-based teaching methods and activities reflect the unique needs of each student, vary according to developmental/functional appropriateness, and build
on individual strengths and needs.
Quality Indicator
Level 1
Instructional activities do not
engage the student in learning and
are not related to the IEP.
A. Research-based
Instruction
Level 2
Student is actively engaged in
activities that are directly related
to his/her IEP but are not founded
in research.
Level 3
Student is actively engaged in
motivating instructional activities.
These peer-reviewed and/or
research-based activities are
related to the IEP and focus on
prerequisite skills before more
complex skills.
Level 4
Peer reviewed and/or researchbased practices are reflected in
individualized activities that
student uses to practice skills
identified on the IEP.
Opportunities for practice are
embedded within natural routines
and environments and build on
prerequisite skills.
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
III.
Implementation of Instructional Methods and Activities
Research-based teaching methods and activities reflect the unique needs of each student, vary according to developmental/functional appropriateness, and
build on individual strengths and needs and incorporate
Quality Indicator
Level 1
Instructional activities are all
teacher-directed in a large group
setting.
B. Varied Instructional
Strategies
Level 2
Instructional formats are teacher
directed and also include small
group activities.
Level 3
Instructional formats include
teacher directed activities, small
group activities and one-to-one
instruction with the teacher.
Level 4
Instructional activities use a
variety of instructional formats
based upon the skill to be taught
and the individual needs (age,
ability and learning style) of the
student i.e.:
 1-to-1 instruction
 large group instruction
 small group instruction
 student-initiated instruction
 teacher-directed instruction
 play
 peer-mediated instruction
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
III.
Implementation of Instructional Methods and Activities
Research-based teaching methods and activities reflect the unique needs of each student, vary according to developmental/functional appropriateness, and build
on individual strengths and needs.
Quality Indicator
Level 1
Appropriate communication
system is not evident.
C. Effective
Communication
Level 2
Appropriate communication
system is evident but not
consistently utilized.
Level 3
Appropriate communication
system is used consistently but
only in isolated/limited settings
(i.e. snack time).
Level 4
Based upon the determination of
need on the Autism Strategies
Page, effective communication is
facilitated using the students’
unique form and
 is geared to his/her language
ability
 accommodates his/her
cognitive ability
 encourages dialogue
OR
Based on assessment, a specific
communication system is not
needed.
Supporting Evidence/Anecdotes:
Quality Indicator
Level 1
Program does not address
instruction of social skills or the
development of social supports.
D. Social Skills and
Supports
Level 2
Social skills are taught in
isolation without emphasizing
generalization in social settings.
Level 3
Social skills are taught in social
interactions in limited settings.
Level 4
Social skills are taught in social
interactions across settings, in a
variety of situations and with both
familiar and unfamiliar people.
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
19
Autism Rubric: Quality of Service Indicators
III.
Implementation of Instructional Methods and Activities
Research-based teaching methods and activities reflect the unique needs of each student, vary according to developmental/functional appropriateness, and build
on individual strengths and needs.
Quality Indicator
Level 1
Program does not address
instruction in the use of
appropriate behavior.
E. Positive Behavior
Support
Level 2
Appropriate behavior is taught in
isolation without emphasizing
generalization, or the teaching of
replacement behaviors.
Level 3
Appropriate and/or replacement
behaviors are taught in limited
settings.
Level 4
Appropriate behavior and
replacement behavior is taught
across all settings in a variety of
situations with both familiar and
unfamiliar people utilizing
student-specific motivators.
Supporting Evidence/Anecdotes:
Quality Indicator
Level 1
Program does not address
instruction in the use of leisure
time or play skills.
F. Leisure Time and
Play Skills
Level 2
Appropriate use of leisure time
and play skills are taught in
isolation without emphasizing
generalization.
Level 3
Appropriate use of leisure time
and play skills are taught in
limited settings.
Level 4
Appropriate use of leisure time
and play skills are taught and
generalized in a variety of settings
and situations.
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
20
Autism Rubric: Quality of Service Indicators
III.
Implementation of Instructional Methods and Activities
Research-based teaching methods and activities reflect the unique needs of each student, vary according to developmental/functional appropriateness, and build
on individual strengths and needs.
Quality Indicator
Level 1
Program does not address
individual sensory needs.
G. Sensory Needs
Level 2
Sensory needs are addressed
inconsistently and only at
scheduled times.
Level 3
Sensory needs are addressed
consistently, but only in a reactive
manner.
Level 4
Sensory needs are addressed
throughout the day in a consistent
proactive manner.
OR
Based on assessment, sensory
needs are not apparent at this
time.
Supporting Evidence/Anecdotes:
Quality Indicator
Level 1
Program does not address
academic skills.
H. TEKS-based
Academic Skills
Level 2
Instruction of academic skills is
based on TEKS but unrelated to
students’ level of performance.
Level 3
Instruction of academic skills is
TEKS-based and related to
students’ level of performance.
Level 4
Instruction of academic skills is
TEKS- based, individualized,
and generalized across a variety
of settings and situations.
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
21
Autism Rubric: Quality of Service Indicators
III.
Implementation of Instructional Methods and Activities
Research-based teaching methods and activities reflect the unique needs of each student, vary according to developmental/functional appropriateness, and build
on individual strengths and needs.
Quality Indicator
I.
Level 1
Program does not address selfhelp skills such as:

toileting

personal hygiene

feeding
Self-help Skills
Level 2
Instruction of self-help skills is
limited to scheduled, simulated
scenarios.
Level 3
Instruction of self-help skills is
taught in natural environments
with emphasis toward
independence.
Level 4
Instruction in self-help skills is
taught in natural environments
with emphasis toward
independence and generalization.
OR
Based on assessment, instruction
in self-help skills is not needed at
this time.
Supporting Evidence/Anecdotes:
Quality Indicator
J.
Level 1
Program does not address futures
planning.
Futures Planning
Level 2
Instruction of skills needed to
address futures planning is taught
in isolation.
Level 3
Instruction of skills needed to
address futures planning is taught
in simulated environments.
Level 4
Instruction of skills necessary for
integration in living, work,
community and educational
environments are taught in
simulated and natural settings.
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
22
Autism Rubric: Quality of Service Indicators
III.
Implementation of Instructional Methods and Activities
Research-based teaching methods and activities reflect the unique needs of each student, vary according to developmental/functional appropriateness, and build
on individual strengths and needs.
Quality Indicator
Level 1
There is no evidence in lesson
plans, other documents, or
observations, which would
indicate that maintenance and
generalization of learned skills are
addressed.
K. Generalization of
Learned Skills
Level 2
Methods used to maintain or
generalize skills are evident in
lesson plans or other documents.
Level 3
Methods used to maintain and
generalize skills across people,
materials, and settings are evident
in lesson plans and/or other
documents.
Level 4
There is a clear plan documenting
methods for systematically
promoting the maintenance and
generalization of learned skills to
school, community, and home
including:
 the degree of structure
 the use of naturally occurring
reinforcers
 increased rate of successful
performance
 communication and social
interaction
 spontaneous use of learned
skills
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
23
Autism Rubric: Quality of Service Indicators
III. Implementation of Instructional Methods and Activities
Research-based teaching methods and activities reflect the unique needs of each student, vary according to developmental/functional appropriateness, and build
on individual strengths and needs.
Quality Indicator
Level 1
In-home training is needed but
not provided.
L. In-home and
Community-based
Training
Level 2
In-home training is provided but
not connected to in-home IEP.
Level 3
In-home training is provided and
connected to in-home IEP but
does not include documentation.
Level 4
In-home training is provided,
connected to in-home IEP, and
includes documentation (lesson
plans, progress reports and data
collection).
OR
Based on in-home training
assessment, this service is not
needed at this time.
Supporting Evidence/Anecdotes:
Quality Indicator
Level 1
Suitable student to staff ratio as
identified in the Autism Strategies
page is not followed.
M. Student to Staff Ratio
Level 2
Suitable student to staff ratio is
followed in one setting: either
general or special education.
Level 3
Suitable student to staff ratio is
followed in more than one setting
(if student is in more than one
setting).
Level 4
Suitable student to staff ratio is
implemented across settings in
order to address acquisition,
fluency, maintenance and
generalization for each student to
work towards individual
independence.
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
24
Autism Rubric: Quality of Service Indicators
III. Implementation of Instructional Methods and Activities
Research-based teaching methods and activities reflect the unique needs of each student, vary according to developmental/functional appropriateness, and build
on individual strengths and needs.
Quality Indicator
Level 1
No evidence of a daily schedule
that reflects minimal unstructured
time.
N. Individual Daily
Schedule
Level 2
Daily schedules reflect minimal
unstructured time but only in the
classroom.
Level 3
Daily schedules reflect minimal
unstructured time and are utilized
in all areas but do not plan for
flexibility and change.
Level 4
Based on the Autism Strategies
Page, each student has an
individual daily schedule that
reflects minimal unstructured time
and engagement in learning
activities; it provides assistance in
becoming flexible and adapting to
change.
Supporting Evidence/Anecdotes:
Quality Indicator
Level 1
Parent/family training and support
is needed but not provided.
O. Parent/Family
Training and Support
Level 2
Parent/family training and support
is provided but not connected to
parent training needs assessment.
Level 3
Parent/family training and support
is provided and connected to
parent training needs assessment
but is not documented.
Level 4
Parent/family training and support
is provided, connected to parent
training needs assessment, and is
documented.
OR
Based on parent/family training
and support assessment, this
service is not needed at this time.
Supporting Evidence/Anecdotes:
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Autism Rubric: Quality of Service Indicators
III. Implementation of Instructional Methods and Activities
Research-based teaching methods and activities reflect the unique needs of each student, vary according to developmental/functional appropriateness, and build
on individual strengths and needs.
Quality Indicator
Level 1
Program does not provide
opportunities for interactions with
peers without disabilities.
P. Interaction with
Non-disabled Peers
Level 2
Opportunities are provided for
interaction with peers without
disabilities in nonacademic
activities.
Level 3
Opportunities are provided for
interaction with peers without
disabilities in nonacademic and
academic activities.
Level 4
Opportunities are provided for
interaction with peers without
disabilities in nonacademic and
academic activities throughout
the day.
Supporting Evidence/Anecdotes:
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Autism Rubric: Quality of Service Indicators
III. Implementation of Instructional Methods and Activities
Research-based teaching methods and activities reflect the unique needs of each student, vary according to developmental/functional appropriateness, and build on
individual strengths and needs.
Summary:
Results
Indicator
1
2
3
4
A. Research-based Instruction
B. Varied Instructional Strategies
C. Effective Communication
D. Social Skills and Supports
E. Positive Behavior Supports
F. Leisure Time and Play Skills
G. Sensory Needs
H. TEKS-based Academic Skills
Next Steps:
I. Self Help Skills
J. Futures Planning
K. Generalization of Learned Skills
L. In-home & Community-based Training
M. Student to Staff Ratio
N. Individual Daily Schedule
O. Parent/Family Training and Support
P. Interaction with Non-disabled Peers
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Autism Rubric: Quality of Service Indicators
IV.
Instructional Environments
Educational environments provide a structure that reflects each students’ strengths while minimizing those factors that most interfere with learning.
Quality Indicator
Level 1
No environmental supports are
evident in the classroom.
A. Environmental
Supports
Level 2
Environmental supports are
classroom-based but not
individualized to the student,
for example:
 daily class schedule
 classroom rules
 classroom management system
Level 3
Individual environmental supports
exist, but are not consistently
utilized, for example:
 individual daily schedule
 visual supports
 work systems
 social stories
 individual behavioral
charts/contracts
Level 4
Consistent use of individual
environmental supports are evident
through observation and/or
documentation which facilitate the
students’ ability to:
1. predict events and activities
2. anticipate change
3. understand expectations
4. recognize relevant information
Supporting Evidence/Anecdotes:
Quality Indicator
Level 1
Clear visual boundaries are not
evident or observable in any
setting.
B. Visual Boundaries
Level 2
Clear visual boundaries are
observable for some activities in a
single setting.
Level 3
Clear visual boundaries are
observable in some settings.
Level 4
Defined areas provide clear visual
boundaries for specific activities.
For example:
 furniture arrangement
 tape on floor
 labeled areas/schedules
 homework box
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
IV.
Instructional Environments
Educational environments provide a structure that reflects each student’s strengths while minimizing those factors that most interferes with learning.
Summary:
Results
Indicator
1
2
3
4
A. Environmental
Supports
B. Visual Boundaries
Next Steps:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
V.
Review and Monitoring of Progress and Outcomes
The program for each student uses a collaborative, ongoing, systematic process for assessing progress.
Quality Indicator
Level 1
No documentation exists of
regular and ongoing evaluation of
progress or regression on specific
IEP goals and objectives.
A. Evaluation of Student
Progress
Level 2
Documentation of progress or
regression on the specific IEP
goals and objectives is recorded
with no supporting data.
Level 3
Documentation of progress or
regression on specific IEP goals
and objectives is recorded with
minimal or inconsistent
supporting data.
Level 4
Documentation of progress or
regression on the specific IEP
goals and objectives is recorded
and based on consistent collection
of data throughout the reporting
period and includes consideration
of the need for extended
educational programming.
Supporting Evidence/Anecdotes:
Quality Indicator
Level 1
Progress is not utilized to refine
the students’ program.
B. Refinement of Student
Program
Level 2
Progress is reviewed annually to
refine the students’ program.
Level 3
Progress is reviewed once per
grading period to refine the
students’ program.
Level 4
Utilizing data collection and
analysis, progress is continuously
reviewed and monitored
throughout each grading period to
refine the students’ program.
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
V.
Review and Monitoring of Progress and Outcomes
The program for each student uses a collaborative, ongoing, systematic process for assessing progress.
Summary:
Results
Indicator
1
2
3
4
A. Evaluation of Student
Progress
B. Refinement of Student
Program
Next Steps:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
VI. Staff Development
All staff members working with each student are knowledgeable regarding the education of students with autism spectrum disorders.
Quality Indicator
Level 1
The staff does not have
knowledge related to autism
spectrum disorders.
A. Knowledgeable and
Skilled Staff
Level 2
The staff is knowledgeable and
skilled in at least two areas of the
quality indicator.
Level 3
The staff is knowledgeable and
skilled in at least four areas of the
quality indicator.
Level 4
All staff is knowledgeable and
skilled in all of the following
critical areas of autism spectrum
disorder:
1. early indicators and
characteristics of autism
2. assessment tools and methods
3. I.E.P. development
4. curriculum, environmental
adaptations, modifications,
accommodations and researchbased instructional methods
5. strategies to improve
communication and social
skills
6. classroom and individual
behavior management
techniques
7. accurate data collection and
analysis
Supporting Evidence/Anecdotes:
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Autism Rubric: Quality of Service Indicators
VI. Staff Development
All staff members working with each student are knowledgeable regarding the education of students with autism spectrum disorders.
Quality Indicator
Level 1
The staff does not participate in
continuing professional
development.
B. Continuous
Professional
Development
Level 2
Special education staff members
participate in ongoing
professional development.
Level 3
General and special education
staff participate in ongoing
professional development.
Level 4
General and special education
staff participate in continuing
professional development
designed to further their
knowledge and skills about
autism, promote collaborative
planning, and serve as a resource.
Supporting Evidence/Anecdotes:
© 2009 Education Service Center, Region 20
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Autism Rubric: Quality of Service Indicators
VI. Staff Development
All staff members working with each student are knowledgeable regarding the education of students with autism spectrum disorders.
Summary:
Results
Indicator
1
2
3
4
A. Knowledgeable and
Skilled Staff
B. Continuous
Professional
Development
Next Steps:
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