DRAFT….Draft….DRAFT….Draft – If you have feedback (modifications or additions), please write down your suggestions and
send to Valerie Lynch at Puget Sound ESD.
CLASSROOM SERVING STUDENTS WITH SEVERE DISABILITIES
KEY COMPONENTS
Classroom Structure
Assessment, Curriculum
& Instruction
Behavior Management
 Posted daily routine and
visual supports which
are used/followed.

Classroom set up
communicates clear
expectations for
students.
 Clear transition routines.
 Staff schedule posted
(may be tied to daily
routine).
 IEP schedule posted for
whole class and
individual students as
needed.
 Individual student
schedules (examples
may include picture
schedule, object
schedule, planner) are
available and up-to-date.
 Classroom displays are
age-appropriate and
relevant to learning.
 Classroom is safe and
uncluttered.
 Decisions are made on a
collaborative team basis
(family, teachers, related
services providers
working together;
discipline-free goals &
objectives).
 Assessment based on
variety of information
and from a valued life
outcomes perspective.
 Both summative
measures of student
progress and on-going
measures used for
decision-making.
 Curriculum &
instruction have a
functional emphasis and
facilitates generalization.
 Intentional teaching of
routines and behaviors
occurs in a variety of
settings and contexts.
 Social skills materials
appropriate for students.
 Classroom behavior
management system
clear.
 Positive behavior support
plans implemented for
individual students as
needed.
 Data collected to
determine effectiveness
of interventions and
monthly decision-making
based on those data.
 Behavior is addressed
through:
 A rich curriculum;
 Teaching behavior
skills;
 Communication
systems;
 Implementing social
stories; &
 Addressing sensory
issues.
 All students behavior
plans are in a folder and
easily located.
Role of
Paraeducator
Critical Information
 Paraeducators
implement
instruction as
directed by
teacher or
therapist.
 Teacher,
related services
personnel, and
paraeducators
follow
consistent
management
systems.
 Paraeducators
follows
schedule or
matrix.
 Focus on needs
of students.
 Clear
communication
between
teacher and
paraeducator.
 Weekly or bimonthly
team meeting to ensure
student focus,
communication, data
review, & address
professional
development, when
needed.
 Team meeting notes
kept in a central location
for review by Principal/
Assistant Principal/
Special Services liaison,
paraeducators, related
services personnel.
 Substitute plans easily
located and plan in place
for paraeducators/staff
when teacher is absent.
 Crisis plan for classroom
is in place and easily
located.
 Staff trained on nursing
care plans & crisis plans
are routinely reviewed.
Adapted from the Key Components of an ILC Classroom by the Highline School District, Special Services, 2004.
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DRAFT….Draft….DRAFT….Draft – If you have feedback (modifications or additions), please write down your suggestions and
send to Valerie Lynch at Puget Sound ESD.
Quality Indicators for Classrooms/Programs for Students with Severe Disabilities
Preschool
Elementary
Middle School
*High School
School-based Activities
 Futures planning and
assessment.
 Functional
academics.
 Self-determination
and selfmanagement.
Work Experience &
Employment Activities
 School-based work
experience.
 Community-based
work experience.
Independent Living
Activities
 Transportation &
mobility.
 Personal care &
safety.
 Recreation & leisure.
 Home & consumer
skills.
Connecting Activities
(e.g., enrollment &
connection to agencies
such as DVR/DDD;
participation in
transition seminars)
*18-21 Program
School-based Activities
 Futures planning and
assessment.
 Functional
academics.
 Self-determination
and selfmanagement.
Work Experience &
Employment Activities
 School-based work
experience.
 Community-based
work experience.
Independent Living
Activities
 Transportation &
mobility.
 Personal care &
safety.
 Recreation & leisure.
 Home & consumer
skills.
Connecting Activities
(e.g., enrollment &
connection to agencies
such as DVR/DDD;
participation in
transition seminars)
*From: Center for Change in Transition Services (April, 2005). Quality indicators: School to employment programs. Seattle, WA: Author, Seattle University.
6.29.05(PROD.SEV.KeyComponents/QualityIndicators) Special Services, Puget Sound Educational Services District, Renton, WA
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